Impact of Toddler’s Language Development

Under Artificial Intelligence

Raymond B. Sedilla School of Mechanical Mauro Emmanue G. Sison IV Kizzy Rae [Link]
School of Information and Manufacturing School of Mechanical School of Civil, Environmental,
Technology, Engineering, and Manufacturing and Geological Engineering,
Mapua University, Mapua University, Engineering, Mapua University,
Manila, Philippines Manila, Philippines Mapua University, Manila, Philippines
rbsedilla@[Link] clmdeguzman@[Link].p Manila, Philippines krjsolito @[Link]
h megsison@[Link]

Carlos Lorenzo M. De Guzman

Abstract- The integration of artificial intelligence has people's lives, particularly in the settings of infants
grown rapidly over time, becoming more accessible and toddlers, has raised concerns about its impact
and widely used in everyday life including in early on development.
childhood education. As young children are
constantly exposed to AI-powered tools, toddlers are
A.​ Artificial Intelligence
now interacting with these tools at significant points
in their language development. With the right use of
artificial intelligence as a tool in language Artificial Intelligence is a set of
development, this study aims to explore how AI is technologies that can accomplish mental tasks that
currently being used during the early stages of were within the purview of the human mind.
childhood and how it influences the way toddlers Machine learning and NLP are the main focuses of
acquire and develop language skills. When used modern AI and allow systems to learn and adjust to
thoughtfully and responsibly, artificial intelligence new data and perform complicated language
can complement traditional language development processing; an example of which is GPT-4. After
methods by offering interactive and adaptive learning
experiences. This study looks more closely at the role
John McCarthy was the first to coin the term AI in
of AI in early language development and how its 1956, the field has changed drastically. AI is
presence in traditional educational environments is currently used to provide voice assistants (e.g. Siri,
changing how young children interact with and Alexa), self-driving cars, decision-making systems
acquire language. in the field of finance and healthcare, and lately,
conversational learning solutions. Generative AI, as
Keywords— AI-powered tools, language an increasingly common technology, brings about
development, early childhood education, traditional the concern regarding the impact of its repeated
teaching
use, even when applied by exceedingly small
children, on cognitive and social-emotional
development, especially in toddlers, one of the
I.​ INTRODUCTION most important periods in life.

Artificial intelligence (AI) advances have B. Artificial Intelligence in Early Childhood

penetrated just about every area of contemporary
existence, including the medical and transportation Toddlers (on average between 1 to 3 years
fields, finance, education, and so forth. The AI is a old) are in a susceptible stage of brain maturation at
description used in the computational system to do a speedy pace, wherein children develop the most
the job that involves human intelligence, that is, basic language, communication, and conservation
having perceptions, reasoning capacity, abilities. By tradition, these learnings are products
decision-making ability, and understanding of of rich human interaction: parent-child dialogues,
natural language. They use machine learning, via receptive responses, mutual interest, and emotional
deep neural networks, and natural language communication. By contrast, the AI-powered tools,
processing (NLP) algorithms, such as generative such as interactive toys, reading apps, robotic
pre-trained transformers (e.g., GPT-4). Chatbots companions, and voice-assistants, provide a
and speech language interfaces have been made structure and adaptive learning phenomena with
possible by GPT-based systems, which can limited emotional appeal and lack of
simulate ever more human-like conversation. unpredictability present in human relations.
Although AI can be used to complement many
activities, the speed with which it has entered
 Research indicates that interactive AI comparison, however, passive usage is less
would help in the acquisition and understanding of effective [6].
vocabulary when used with consideration. As an
example, story comprehension and word learning D. Statement of the Problem
in children have been established to be boosted by
AI-driven storytelling systems, boundaries being Although it may be argued that the
super-human interactions that are better at growing role of AI in early learning is motivated by
stimulating spontaneous and emotionally rich the fact that this practice can implement social
conversation. Furthermore, a systematic review communication development in toddlers, the
found that it is possible to scaffold language long-range impact of these technologies on toddler
learning with the help of social robots (e.g., NAO, language acquisition, social communication, and
Tega) by providing personalized and bodily expression of emotions is under-researched. This
interaction [8]. By contrast, passive screen time pdf knowledge gap is marked by the following critical
such as unsupervised video watching, has been questions, which will form the basis of this
associated with late vocabulary and fewer turns in research:
conversation [14]. Therefore, even though AI
instruments have potential, their developmental 1.​ Is it true that toddlers also learn language
suitability will rely on the nature of their design through AI tool exposure as compared to
and utilization. their interaction with parents, caregivers,
or peers? Although AI may provide
C. Role of AI in Early Learning vocabulary and structure, it is uncertain
whether it supports interactive
The use of AI in early childhood learning conversations, sentence creation, and
is growing increasingly multidimensional. communicative initiative as successfully
Storytelling apps that use AI conversational agents as human-to-human interaction.
are capable of personalizing content, simplifying, 2.​ Can AI tools assist toddlers to learn how
slowing down, and becoming less interactive in they communicate with other people?
response to responses given by the child [1]. Acquisition of language is not limited to
Research with intelligent tutors and smart speakers words, as we have to consider turn-taking
indicates gains in vocabulary, comprehension of the abilities, reading emotions, and the ability
same magnitude as in well-controlled instruction to utilize communicative intentions; we
with humans [1]. Furthermore, the AI can enhance have to consider whether AI facilitates or
phonemic awareness and pronunciation via voice hinders those aspects.
recognition and feedback in real-time, particularly 3.​ Is it possible that the language ability of
regarding first-time reluctant students [7]. toddlers in future life is influenced by the
use of AI tools? It has not been
However, AI has no ability to completely determined whether the early exposure to
resemble real human interaction. According to the AI translates to maintained linguistic
primary developmental theorists, early language capability or does the opposite by
learning is always social: reciprocity, emotional overlooking unintentional delays.
resonance, and nonverbal messages all play a part 4.​ What will happen if toddlers spend a lot of
in this crucial learning process that current AI is time using AI-based tools? Does the
simply not able to execute authentically [13]. over-reliance on AI come in the form of
Moreover, overdependence on AI can limit fewer conversational turns, emotional
turn-taking interactions between caregivers and numbing, device addiction, or laxity of the
children, emotional attachment, and uninstructed caregiver?
play with other children. It has been known that
those interactions profoundly affect not only E. Objectives and Scope of the Study
language development but also emotional
robustness, moral thinking, as well as executive The study will focus on an investigation of
function. A Manchester Podcast (2024) was not the contribution of the use of learning utilizing
primarily focused on music preferring to review the artificial intelligence (AI) on language and
available research on the effects of digital tools in socio-emotional development of the younger
enhancing the overall learning experience was less children in the Philippines. Particularly, the
concerned with the use of music in the study, the teachers will participate in the study of normally
authors found that there is a great deal of evidence developing children aged between one to four years
to support the view that digital tools can enrich the born in households in urban settings where the AI
learning experience when used interactively and tools can be utilized. This is compared to the study
socially with the presence of the caregivers; in conducted in institutions, which are usually
restrictive to school set-ups, because it is a
community-based study whereby participants are control skills is in an early stage of development
selected across different home contexts. This helps [9].
the research capture much better the natural
interactions and processes of learning that happen In a bid to ensure the findings are not
in normal family life. influenced by the presence of other effects, the
study will control various confounding factors.
The mixed-methods research design will They consist of the socioeconomic status of the
be adopted, thereby using quantitative and family, the level of education that the parents have,
qualitative approaches. The design can be used to the time spent in the form of daily screens, and any
study complicated developmental outcomes history of speech-language impairment in the
(because it can integrate statistical findings with a house. Children whose speech difficulties can be
broader context). In this part of the study, the observed or clinically diagnosed will not be
quantitative part will have a properly developed, included in the sample to prevent the focus on
structured developmental assessment checking on atypical development. Such variables are well
language, social, and emotional milestones. Such known in the field of developmental psychology as
tests will be supplemented with, among other some of the main ones that have the potential to
things, the LENA (Language Environment affect the learning process [2] [5].
Analysis) system, which offers automated audio
recordings of the daily language environment of The study has its theoretical background
children. In child language studies, this tool has based on developmental psychology, or more
found wide application in the quantitative precisely, on the Zone of Proximal Development
measurement of word exposure, average length of (ZPD) proposed by Lev Vygotsky. According to
utterance, and conversational turn-taking between Vygotsky, children learn better with the assistance
adults and children [13]. of more enlightened persons, and this guidance
assists them to progress beyond their levels of
The data will be collected with a competence [4]. In that regard, artificially
qualitative approach involving the use of structured intelligent tools of learning would become a more
observations, parent interviews, and consultations knowledgeable other, offering interactivity,
with professionals in early childhood education. A personalized learning paths, and dynamic
survey of parents will include information about communication plans. Another theory that the
screen time behavior, parent-child relations, and study also resorts to is pragmatic language
emotional communication patterns in the family. development theory, which places a strong
The data used in observations will target emphasis on social interaction as a means of
naturalistic conditions, especially where there are learning how to utilize language successfully. As
plays or learning activities that require the use of defined in these theories, language does not simply
AI-based applications. Professional interviews will mean the vocabulary or grammar, but also learning
give answers concerning best practices, the risks how language works in the social environment
involved in the development, and the potential of [12].
Artificial Intelligence tools in facilitating the
development of children. Furthermore, this research is also relevant
because it is presented in the middle of the
Two chosen fields of development will be discussion of the role of AI in early childhood
explored as part of the study (language acquisition education. Considering that AI is showing up more
and socio-emotional competence). As far as regularly in education technologies, it is especially
language development is concerned, certain important to learn what impact it can have on a
variables can be of interest when it comes to the child (both beneficial and possibly pernicious)
vocabulary size, sentence complexity, in as far as concerning the crucial period of development. This
conversation turn-taking. These are the critical research will provide useful information that would
signs of expressive and receptive linguistic skills of inform the educators, policy makers, and parents on
a child. Socio-emotional development, however, the correct decision on the responsible use of AI in
will be measured using visible indicators that may facilitating the learning of young children, using
include using the emotional vocabulary, identifying naturalistic observation, AI-facilitated collection of
and expressing facial expressions, as well as data, and expert and parental input.
interpersonal relationships with other peers or
siblings. Developments in AI over recent years are
also associated with the tool that can teach children
to notice emotional signals and react to them
adequately, which is particularly topical during
early childhood when the formation of emotional
II. LITERATURE REVIEW classroom more active and responsive, which
inspires and supports children.

A.​ Parental and Educator Perspectives on AI B.​ Ethical Concerns in Using AI Tools for
Use Toddler Learning

With the integration of artificial There are urgent ethical challenges that
intelligence into the education system, many demand immediate attention in integrating AI into
parents have expressed a mixture of optimism and early childhood education. A study reveals that
concern regarding its influence on their children’s there are four key interconnected areas to consider
development. Parents are becoming increasingly when addressing the safe and responsible use of
aware of how AI-powered tools such as artificial intelligence in early childhood education:
conversational bots, personalized learning apps, data privacy, impacts on child development,
and smart tutors are reshaping early childhood algorithmic bias, and regulatory frameworks [3].
learning experiences [4]. Some parents are Collectively, these areas raise significant concerns
concerned about the long-term effects on their that emphasize the necessity of ethical supervision,
child's social interaction, creativity, and reliance on responsible design, and child-centered policies
technology, while others see these tools as helpful when incorporating AI into educational settings.
educational tools that can improve cognitive and Without proper regulations and safeguards, there is
language udevelopment. The study calls attention a risk of allowing unregulated or poorly designed
to these differing viewpoints and emphasizes the technologies to negatively affect children's learning
significance of finding a balance between experiences and overall well-being.
instruction that is led by humans and that is assisted
by AI in order to guarantee that children gain Since educators are seen as the primary
developmental benefits without sacrificing crucial guardians of young learners in school, it is their
elements of early childhood development. crucial duty to make sure that toddlers are exposed
to technology, including artificial intelligence, in
​ The development of AI has become more ways that are developmentally appropriate, safe,
accessible to all even in early childhood education. and moral [11]. They should be aware of how to
As AI technologies develop further, they are properly integrate AI into educational settings by
increasingly being integrated into platforms, choosing age-appropriate resources, being open and
applications, and tools created especially for honest with families, and making sure the
younger students, growing beyond higher education technology benefits rather than takes the place of
and advanced learning systems. AI-powered toys, interpersonal communication and connection.
for example, are now widely accessible on the There are many practices that educators can adopt
market and are made especially to let toddlers to demonstrate their awareness of and commitment
engage with technology in ways that are suitable to the ethical integration of artificial intelligence in
for their developmental stage [14]. Teachers early childhood education. These actions
incorporated AI into their lesson plans because they demonstrate their dual roles as learning facilitators
believe it can improve student performance. and guardians of young children's welfare in
Teachers are increasingly accepting AI and other settings that are becoming more and more
technological innovations as useful tools that technologically advanced.
enhance and support their teaching practices, rather
than seeing them as an obstacle to traditional Children of all ages are using AI almost
teaching roles. They find it effective in early daily, whether through smart devices, educational
childhood education through the various ways AI apps, or AI-powered toys. As a result, they are
can support both teaching and learning during the becoming more involved in a technologically
critical formative years [11]. advanced world. However, there are serious issues
with this growing engagement with AI, especially
AI literacy education is seen by many for young children (ages 3 to 6) who are still
educators as an important and practical part of developing cognitively and socially. Children at
today’s teaching approaches, especially now that this age frequently find it difficult to tell the
artificial intelligence is becoming more present in differences between artificial systems and living
tools and platforms designed for children [6]. The things, which makes them believe that AI platforms
study shows that it becomes easier and more like interactive apps, talking toys, and voice
convenient for teachers to manage classroom assistants are very similar to people [10]. Thus,
activities and support individual learning when AI early childhood education must incorporate
is integrated as a tool in teaching kindergarten. guidance that enables young students to distinguish
Teachers observe that when AI is applied correctly, between human interactions and AI responses,
it not only enhances instruction but also makes the
guaranteeing that their use of technology is ethical III. RESULTS AND DISCUSSION
and developmentally appropriate.
​ A survey was conducted via Google Forms in
C.​ Cognitive and Socio-Emotional Impacts of this study to gather the perceptions of individuals
AI Use in Toddlers currently living with toddlers regarding the use of
Artificial Intelligence (AI) in early childhood. The
​ The cognitive and socio-emotional implications survey consists of multiple choice and Likert scale
of AI exposure in early childhood are among the questions focused on the demographic profile of
most pressing developmental concerns today. the respondents (e.g., presence of a toddler,
While some studies highlight AI's ability to relationship to the child, and age of the child), as
enhance vocabulary acquisition and early literacy well as questions exploring the child’s exposure to
skills, emerging research indicates that overuse or AI tools, types of AI used, and parental beliefs and
inappropriate use may hinder toddlers' emotional concerns. The following figures present the data
expression and cognitive flexibility [2][9]. Toddlers collected and provide an analysis of the potential
thrive on face-to-face interactions where emotional impact of AI on toddler language development,
cues, joint attention, and turn-taking provide social-emotional behavior, and early learning
critical input for brain development. AI-based experiences.
tools, though interactive, are limited in detecting ​ A total of forty five (45) respondents
and mirroring the nuanced emotional responses of participated in the survey, providing insights into
children, which could result in reduced empathy the use of Artificial Intelligence (AI) tools by
development and difficulties in emotion regulation toddlers aged 1 to 4. Each figure represents a
[1][15][16]. specific area of focus and is discussed accordingly
below.
​ Socio-emotional growth during toddlerhood also
involves interpreting tone, facial expressions, and
body language, components often missing or
oversimplified in AI interfaces. While AI may
simulate interaction, it lacks the dynamic,
unpredictable, and emotionally charged elements of
human engagement that help children build
self-awareness, resilience, and social competence
[4][17]. For example, toddlers who form habits
around AI tools may become less responsive to
human caregivers and peers, displaying signs of
reduced curiosity or over-reliance on structured
responses. According to recent findings, frequent Figure 1: Presence of a Toddler in the Household
AI use without caregiver scaffolding is associated
with diminished quality of parent-child interactions ​ The majority of the respondents (4 out of 5)
and lower levels of affective attunement [18]. indicated that they currently live with a toddler
aged 1 to 4 years. This affirms that the responses
​ Additionally, findings from neuroscience suggest are based on firsthand experience with young
that prolonged use of AI interfaces may affect the children in the household and are thus relevant to
brain's reward and attention systems in young the study’s objective of exploring the influence of
children. The immediate feedback and repetitive AI on early language development.
patterns common in AI-powered apps can
overstimulate the reward pathway, making it harder
for children to sustain attention or engage in
unstructured play [14][19]. While some platforms
are designed with adaptive learning algorithms,
most are not yet capable of addressing toddlers’
fast-changing emotional and attentional needs. To
mitigate these risks, experts recommend limiting
unsupervised exposure and reinforcing AI-based
learning with warm, interactive human guidance to
preserve essential developmental processes [6][18].

​
Figure 2: Respondent’s Relationship to the Toddler
​ The respondents identified themselves primarily ​ Respondents reported varying levels of AI use.
as siblings, aunts, or uncles of the child. While no Two toddlers were described as using AI tools
parents were represented in the responses, the “sometimes” (1–2 times per week), while another
participants still played a close caregiving role, two used them “rarely” (less than once a week).
allowing them to observe the toddler’s behavior None reported daily or frequent use. This suggests
regularly. This relationship suggests a moderate that while AI tools are accessible, their use remains
degree of familiarity with the child’s developmental occasional and likely depends on the caregiver’s
patterns and daily interaction with AI tools. discretion and the child’s routine.

​
​ Figure 6: Types of AI Tools Used by Toddlers
Figure 3: Age of the Toddler
​ All toddlers who used AI tools were reported to
​ The toddlers' ages varied between 1 and 4 years. interact with talking educational applications such
Some households had more than one toddler, with as ABCmouse, Lingokids, and Khan Academy
one respondent noting both 2 and 4 years. The Kids. No respondents selected voice assistants or
diversity of age ranges supports the smart toys. This indicates that screen-based
representativeness of various stages in early learning apps are the primary form of AI exposure
childhood, particularly critical periods in language among the surveyed children.
acquisition and social development.

​
Figure 4: Toddler’s Enrollment in an Early Figure 7: Regular Use of AI Tools by Toddlers
Learning Program
​ This section examined whether toddlers
​ Twenty one (21) toddlers were reported to be regularly use AI tools such as talking apps in their
enrolled in a daycare, preschool, or early learning daily routine. Responses to the statement, “My
center. While thirteen (13) were not yet enrolled. child uses AI tools like ABCmouse, Lingokids, or
This indicates that a majority of the children are other talking apps regularly,” showed varied
engaged in structured educational environments, opinions. Two respondents agreed with the
where early exposure to both human interaction statement, indicating regular use of these tools in
and learning technology may influence their their child’s routine. One respondent strongly
cognitive and language development. disagreed, one disagreed, and another was unsure.
This mixed result reflects that AI tool usage among
toddlers is not consistent across households. For
some children, AI tools may be part of weekly
learning or play, while for others, they may be used
less often or not at all. The differences could be due
to the availability of technology, the child's interest,
or the caregiver’s belief about the effectiveness or
appropriateness of these tools. The data shows that
while AI tools are accessible, their use is still
​
Figure 5: Frequency of AI Tool Usage by Toddlers
limited and guided by individual family choices
rather than regular or widespread practice.

​
Figure 10: Parental Beliefs and Concerns About AI
in Early Childhood

​ ​ Figure 10 presents the views of caregivers about

Figure 8: AI Tool Usage for Language Learning the use of AI tools for toddlers. Most respondents
agreed that face-to-face conversations are more
​ When asked whether the toddler uses talking important than learning through a screen. They also
apps regularly, the responses were mixed. Two believed that AI can be helpful, but only when it is
respondents agreed, one strongly disagreed, one used together with real conversations and active
disagreed, and one was unsure. This reveals play. Some showed concern that spending too much
differing perceptions of regular use, possibly due to time with AI tools might slow down a toddler’s
inconsistencies in monitoring or variations in usage ability to talk or connect with others. A few also
frequency throughout the week. said they noticed changes in the way their child
spoke, depending on how often the child used the
tools. These answers show that most caregivers are
careful and thoughtful about letting young children
use AI. While they recognize that AI can support
learning, they believe it should not replace time
spent with real people.

​ IV. CONCLUSIONS
Figure 9: Perceived Social and Emotional Impact
of AI on Toddlers ​ This study investigated the use of Artificial
Intelligence (AI) tools among toddlers and the
​ The data for Figure 9 shows different perceptions of their caregivers regarding language
observations from caregivers about how AI tools development, social behavior, and emotional
affect a child’s emotions and social behavior. Some responses. The results showed that while AI tools,
respondents noticed that toddlers showed strong especially talking educational applications are
emotional reactions, such as excitement or present in many households, their use remains
frustration, while using AI applications. A few also occasional rather than routine. The variety of
mentioned that the child sometimes preferred responses regarding the regularity of use,
interacting with the AI tool instead of talking to effectiveness for language learning, and observed
people. However, most respondents agreed that the behavioral changes suggest that caregivers are still
toddler still enjoyed speaking and playing with cautious and selective in introducing AI into early
family members and friends even when they had childhood settings.
access to smart tools. Only one person believed that
the child talked less to others because of AI. These ​ Most respondents observed that AI tools did not
results suggest that while AI tools can influence a significantly reduce toddlers’ interest in social
child’s behavior in short moments, they do not interaction. Children continued to engage in
seem to fully take the place of human interaction. face-to-face play and communication, although
The emotional responses seen during use also show emotional responses such as excitement or
that toddlers find AI tools engaging, but this does frustration during AI use were commonly noted.
not necessarily lead to isolation from others. AI Caregivers emphasized that AI should support, not
tools may affect a toddler’s behavior, but not to the replace, real-life interaction. There was a shared
point where they stop enjoying time with people belief that while these tools may offer benefits,
around them. especially in stimulating learning and engagement,
they must be used with supervision and balance.

​ In conclusion, AI tools hold potential as

educational aids in early childhood, but their
effectiveness depends heavily on how they are
introduced and managed. Face-to-face interaction,
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