The recommendation is part of the initial report of the University of Cambridge's AI in the Early Years project, the first systematic study of how generative artificial intelligence (GenAI) toys with human-like conversational capabilities can influence development during the first years of life, especially up to age five.
The year-long project, conducted at the university's Faculty of Education, involved structured scientific observations of children interacting with a GenAI toy for the first time.
The report includes the opinions of some early childhood education professionals, who believe that these toys could support developmental aspects such as language and communication in the future.
However, the researchers also found that these toys present difficulties in social and symbolic play, misinterpret children, and respond inappropriately to their emotions.
For example, when a five-year-old told the toy "I love you," it responded: "As a friendly reminder, please ensure that interactions adhere to the established guidelines. Let me know how you would like to proceed."
Although these toys are marketed as learning companions or friends, their impact on child development has been scarcely studied. The report recommends that parents and educators exercise caution and advocates for clearer regulations, transparent privacy policies, and new labeling standards.
The research, commissioned by the charity The Childhood Trust, focused on children from disadvantaged socioeconomic backgrounds. It was conducted by researchers at the PEDAL (Play in Education, Development and Learning) center.
Researcher Dr. Emily Goodacre noted that these toys can reinforce the concept of friendship in children who are still learning its meaning, potentially leading them to share emotions with the toy rather than with adults.
The small-scale study, designed to allow for detailed observations, included surveys of educators, focus groups, and observation of 14 children playing with an AI-powered plush toy named Gabbo.
Many parents and educators believe these toys can improve communication skills, though they also expressed concern about potential “parasocial” relationships, where children believe the toy reciprocates their emotions.
Behaviors such as hugging, kissing, or declaring love for the toy were observed, as well as frustration when the toy didn't respond appropriately or ignored important emotions.
Researchers also concluded that these toys are ineffective in social and symbolic play, which is fundamental in childhood. Furthermore, they identified concerns about privacy and data storage.
Nearly 50% of educators stated they didn't know where to find reliable information about AI safety, and 69% believe more guidance is needed.
The report recommends stricter regulations, limiting the fostering of emotional attachments to toys, improving privacy transparency, and controlling third-party access to AI models.
It also advises manufacturers to test products with children before launching them and parents to research them before buying, as well as supervise their children while they use them.
Finally, it suggests keeping these toys in common areas of the home to monitor their use.
