“Is it a friend, or is it a robot?” Early years sector perspectives on GenAI toys designed for young children

The recent rise in Generative Artificial Intelligence (GenAI) has led to a new wave of GenAI products, many of which are toys designed for young children. These toys could raise exciting possibilities for early years education while also posing risks to children. To understand how those working in the early years sector view GenAI toys, we conducted a three-step consultation process: a survey, a series of focus groups, and a workshop. Through descriptive and thematic analyses of both quantitative and qualita-tive data, we detail three key themes arising from our data. First, those working in the early years sector felt fearful of the unknown implications of GenAI toys, particularly when considering children’s privacy and safeguarding. Next, sector representatives felt that while GenAI toys might have a role to play in children’s language and communica-tion, they felt social roles such as friendship would not be appropriate for GenAI toys. Finally, participants were concerned with the accessibility of GenAI toys, worrying that any possible benefits may only reach those who can afford them. Our findings provide a first insight into how the rise in GenAI is impacting the early years sector and show the need for both guidance and regulation to support practitioners in navigating this change.