Posted on January 30th 2025 by Stacey Tillott
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Artificial intelligence is no longer the stuff of movies and science fiction—it’s here and is already changing the way we live and learn, and how children play. From making our lives easier at work to AI-powered toys at home, technology is becoming a bigger part of our lives every day.

But what does this mean for young children, especially those growing up in disadvantaged circumstances?

This is the question behind a groundbreaking new study, which we have announced in collaboration with the Faculty of Education at the University of Cambridge. Supported by the KPMG Foundation and The Ethos Foundation, the research will look into how generative artificial intelligence (GAI) toys impact the mental health and wellbeing of preschool-aged children, with a particular interest in how it affects those from vulnerable backgrounds.

At The Childhood Trust, we’ve seen firsthand how technology poverty can widen the opportunity gap for children living in poverty. While GAI toys might bring exciting possibilities for education, socialising and play, they could also deepen existing inequalities or pose new risks to children’s development. That’s why this study, the first of its kind in the UK, is so vital.  

What are the study’s aims? 

Led by Professor Jenny Gibson, professor of Neurodiversity and Developmental Psychology, and Dr Emily Goodacre, a researcher in Developmental Psychology, the study will focus on children aged 4-5 years. The research is aiming to address a range of questions, including:

  • How do GAI toys affect children’s wellbeing and mental health?
  • How do children form relationships with AI-powered, conversational toys?
  • What factors influence these relationships and how do children feel about them?
  • What is the effectiveness of existing policies and regulations on GAI toys?
  • What are caregivers’ perceptions of the mental health risks and benefits associated with these toys?
  • What barriers to access currently exist for children from disadvantaged backgrounds? 

Dr Emily Goodacre commented: “Generative AI has burst onto the scene so rapidly that although there are toys incorporating this technology on the market, we still know very little about how children are interacting with it. This will be the first systematic study of preschool children's experiences and emotional relationships with Generative AI toys, working directly with both children and their parents. Given the digital exclusion often experienced by children from disadvantaged backgrounds, we are particularly interested in understanding how AI toys may be widening existing inequalities and if they can be harnessed to bridge the opportunity gap.” 

Why are we doing this? 

At The Childhood Trust, our mission is to improve the lives of children living in poverty in London. Supporting this study fits perfectly with our commitment to creating meaningful, long-term change and ensuring children are safe. Yesha Bhagat, our Impact and Research Manager, commented:

“We are thrilled to be funding this vital research into generative AI and its potential effects on disadvantaged children. This research has the potential to benefit children not just in London, but around the world as the field of GAI continues to develop and grow.” 

The results of the study, expected in early 2026, aim to inform early years stakeholders, policymakers, and industry leaders on how to navigate the rapidly evolving world of GAI toys. We hope this research will lead to practical recommendations that ensure these technologies are used to support the wellbeing of children everywhere.

As we move further into a future shaped by AI, it’s critical that no child gets left behind. With this study, we’re taking an important step toward understanding how to make technology safe and a force for good in every child’s life.

How to get involved

If you're an early years practitioner interested in participating in the research, whether through interviews or other methods, you can find out more here, or contact the Cambridge research team lead, Jenny Gibson.

Get in touch today

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