The BIG Question: Should Kids Be Allowed to Use ChatGPT and Other AI Generative Tools?

In this rapidly advancing digital era, artificial intelligence has become an integral part of our lives, revolutionizing the way we work, communicate, and even create.

As AI generative tools continue to evolve, it’s impossible to shake this question from my mind: should children be allowed unrestricted access to these powerful tools?

This question sparks a crucial debate that goes beyond the realms of technology and delves into the very foundation of a child’s cognitive development and interaction with the real world.

When a child takes their first breath, their journey of exploration begins. They enter a world brimming with wonder, where every sight, sound, and touch carries a meaning yet to be discovered.

As adults, we cherish the memories of learning and growing through real-world experiences, forming neural pathways through hands-on interactions, experimentation, and social engagement. But what happens when the vast possibilities of AI generative tools offer instant answers and creative outputs at the touch of a button?

The world has seen innovations that have changed the course of history.

From Faraday’s electricity to Pascal’s computer, the internet, and now AI. Each of these inventions has changed the course of our lives, and we can’t imagine our lives without them.

Now it’s 2023, and AI tools are springing up faster than the speed of light. Social media content is at an all-time high, with gurus talking about the release of one AI tool or another.

In the midst of this, I’m both excited and concerned. Excited because of how great a help these tools have become to us. But I’m concerned for the younger generation.

Social media already gives enough stimulation to the young mind, causing them to be unable to sit still for a considerable period of time or think critically. Putting this limitless tool in the hands of young people may just make them overly dependent and unable to develop cognitively and socially as they should.

For instance, as adults, we have mastered language and culture to a large extent. We have a worldview. We know how things work. We can spell. We make inferences, comparisons, think critically, analyze, and attempt to make our own independent decisions as much as possible.

Neural pathways born out of experiences and events in our lives have been formed.

For kids, how do they form neural pathways without engaging with the world, without experimenting, getting their hands dirty, and being exposed to certain stimuli? If all they need to do to “know” something is type a question into a generative transformer, how does that help them really learn?

I recall, as a primary school student, taking part in several dictation and comprehension writing classes. We were taught to spell, pronounce, write essays, and write letters. This wasn’t just for the fun of it. It structured our thinking and taught us how to communicate formally and informally. We could tell the difference between one letter and another at just one glance.

This seemingly simple process was foundational for understanding language and being able to communicate it in writing and speech.

This is why I’m advocating that a sort of age limit be put in place for the use of AI tools like ChatGPT.

Just as AI tools are trained through machine learning, the human brain, particularly that of a growing child, must be trained in a like manner. Not by sitting by a computer but by engaging in the real world.

Even Isaac Newton had to be sitting under that tree and be hit by the apple for the law of gravity to be discovered.

All of the knowledge in the world, which AI has now been trained on, is the result of real people experimenting, engaging with the world around them, and getting their hands dirty.

It is not enough for a child to generate the image of a massive airplane with six wings just by typing a few keywords. The child should be able to go on an excursion to the airport, see a pilot, and walk in an aircraft to see what it is actually like. This learning experience builds a stronger neural pathway than using generative tools to get pictures or text.

Learning must be hands-on for kids until they get to a certain age when the fundamentals have been established and they have a sort of established mental pattern for how they learn and absorb information.

This article will attempt to answer the following questions:

What are the potential benefits of kids using AI generative tools like ChatGPT?

I need not tell you how beneficial it is. Even some of the ideas in this article were inspired by AI. It helps. A great deal. It fosters creativity. The other day, through MidJourney, I generated an image of a camel with dark sunglasses and cool clothing strolling on the streets of New York. That’s not real! It’s better imagined than seen.

I transported a camel to New York in only a few seconds through generative AI. It’s mind-blowing! That’s a game-changer in how we create stuff today.

It can also promote critical thinking. Think of the limitless puzzles, riddles, and games that AI can spring up to help us learn. With proper usage, it can be the easiest way to build up our brain muscles.

What are the possible risks and negative effects of kids using AI generative tools?

The risk for kids far outweighs the benefits. With the benefit of hindsight, most adults can clearly see how many decisions and steps they took were poorly informed. With AI tools having the ability to churn out wrong data and information, it may clearly lead young kids astray.

One research study even says that the prefrontal cortex in humans is not fully formed until age 25. So this means that more systems for vetting information are needed to make informed decisions.

Are there age-appropriate guidelines or restrictions that should be in place for kids using AI generative tools?

I strongly suggest age limits be applied to aid the cognitive development of kids. Children should paint by hand. Write letters by hand. Play on the playground. Plant trees in their backyard. Ride a bike on the street and go watch an opera performance.

These real-life experiences should form the core of the memories a child should have. Computers and AI tools are meant to serve us, not lead us.

Artificial intelligence, in my opinion, was made in the image of man. If we now forget who we are and begin to submit all of that to machines, it means we become more machine-like and not human-like.

How can parents ensure the responsible and safe use of AI generative tools by their children?

If social media platforms can have an age limit across the board, then AI tools should also have an age limit and parental supervision as well.

As AI rapidly advances, its negative effects begin to crop up. In the early days of the Internet, people sought it for business and for other good uses.

Today, social media addiction has a strong grip on people. Hours that should be spent on productive labour are spent scrolling mindlessly and endlessly through other people’s content.

Pornography sites are said to have more traffic than Netflix, Amazon, and other major websites. There’s no telling how devastating the effect of AI will be once adult content creation companies get a hold of it. That’s if they’re not getting ready to roll out some stuff right now.

What strategies can be employed to balance the educational and creative potential of AI generative tools with the need for real-world experiences and human interaction in a child’s development?

I’ve alluded to it several times in this article, but as a final note, I’d put it in two bullet points:

1. We must promote collaboration as opposed to total reliance on AI tools for kids. “We” refers to parents, teachers, guardians, and tutors.

By this, I mean promoting collaborative projects that involve both AI generative tools and human interaction, such as group activities where children can brainstorm, share ideas, and collectively create content using the assistance of AI tools.

2. Have more real-world experience. We must emphasize real-world experiences, hands-on learning, and human interaction as necessary and compulsory parts of a child’s development. We don’t want our children to be trained by “robots” instead of other loving humans.

We must promote more outdoor activities, social interactions, and participation in arts, sports, or community events that foster creativity, problem-solving, and social skills.

What do you think about this?

Share your thoughts in the comments.