Growing up with artificial intelligence : implications for child development / Ying Xu and Kunlei He

By:

Ying Xu

Contributor(s):

He, Kunlei

Material type:

TextSeries: Cambridge elementsPublication details: Cambridge : Cambridge University Press, 2026Description: 62 pISBN:

9781009503860

Subject(s):

DDC classification:

305.231 YIN-G

Summary: "Generative artificial intelligence (AI) is becoming an integral part of children's lives, ranging from voice assistants and social robots to AI-generated storybooks. As children increasingly interact with these technologies, it is essential to consider their implications for developmental outcomes. This Element examines these implications across three interconnected domains: interaction, perception, and learning. A recurring theme across these domains is that children's engagement with AI both mirrors and diverges from their engagement with humans, positioning AI as a distinct yet potentially complementary source of experience, enrichment, and knowledge. Ultimately, the Element advances a framework for understanding the complex interplay among technology, children, and the social contexts that shape their development"-- Cambridge Core

Item type:

Books

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Holdings
Current library	Call number	Status	Barcode
UMT Main Campus	305.231 YIN-G (Browse shelf(Opens below))	Available	155628

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Previous	305.231 SEG-Y Your child at play :	305.231 SRO-C Child development : Its nature and course	305.231 WEI-E Exploring early childhood :	305.231 YIN-G Growing up with artificial intelligence : implications for child development /	305.23109599 HEA-I Improving early childhood development	305.235 COB-A Adolescence:	305.235 KAP-A Adolescence : The farewell to childhood	Next

Includes bibliographical references.

"Generative artificial intelligence (AI) is becoming an integral part of children's lives, ranging from voice assistants and social robots to AI-generated storybooks. As children increasingly interact with these technologies, it is essential to consider their implications for developmental outcomes. This Element examines these implications across three interconnected domains: interaction, perception, and learning. A recurring theme across these domains is that children's engagement with AI both mirrors and diverges from their engagement with humans, positioning AI as a distinct yet potentially complementary source of experience, enrichment, and knowledge. Ultimately, the Element advances a framework for understanding the complex interplay among technology, children, and the social contexts that shape their development"-- Cambridge Core

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