Kathy Hirsh-Pasek, a psychology professor at Temple University, and Aimee Ketchum, author of “The Early Childhood Promise,” have raised concerns about the increasing presence of artificial intelligence (AI) in children’s toys and its potential impact on early development. Their commentary comes ahead of the release of Disney’s “Toy Story 5,” which addresses the growing role of technology as both a source of entertainment and companionship for young children.
The authors describe a personal example involving Ari, a traditional stuffed polar bear who served as a constant companion to Kathy’s 4-year-old grandson, Julian. When Julian left Ari behind during a visit, his family maintained the imaginative connection by sending photos depicting Ari’s “adventures,” illustrating how stuffed animals can serve as catalysts for creativity and pretend play. In contrast, AI-powered toys today engage children differently. These interactive dolls and plush toys can remember past interactions, respond emotionally, and maintain continuous attention, potentially competing with children’s imagination and human interaction.
Hirsh-Pasek and Ketchum emphasize that while AI and technology are inevitable parts of children’s futures, early childhood development fundamentally depends on human relationships, hands-on exploration, and imaginative play. Their research highlights that certain electronic toys, such as shape sorters that name shapes aloud, may inadvertently reduce parental engagement and natural interaction during play. They argue this diminishes vital cognitive and social learning opportunities that contribute to language, empathy, self-regulation, curiosity, and creativity.
The critics warn that AI toys can blur important boundaries by fostering emotional attachments akin to friendship, potentially leading to dependence on machines for affirmation. These interactive devices are likened to “energy drinks” — offering short-term stimulation without the developmental nourishment traditional play provides. They advocate for a critical evaluation of introducing responsive AI toys to preschoolers and caution against outsourcing key aspects of childhood development to technology.
Beyond toys, the concern extends to educational apps marketed for preschoolers. Their prior review of the 100 most-downloaded educational apps revealed that only a small number met standards supporting meaningful learning. They stress that interactivity alone does not equal education, particularly when adaptive technologies simply mirror or extend a child’s conversation rather than fostering deep thinking or exploration. Education expert Rebecca Winthrop echoes these concerns by warning that poorly designed technologies may contribute to “cognitive stunting” or more specifically “curiosity stunting,” limiting children’s capacity for imagination and critical thinking.
Hirsh-Pasek and Ketchum conclude by underscoring children’s innate capacities for creativity, citing simple items like cardboard boxes, forts, and traditional stuffed animals as fundamental tools for imaginative play. They argue that what children truly need are people, time, and unstructured play rather than algorithm-driven companionship. The debate sparked by “Toy Story 5” is framed not as a nostalgic reflection but as a pressing conversation about the forces shaping the emotional landscapes of young children in an increasingly digital world.