Generative AI and childhood education: lessons from the smartphone generation

Abstract This article examines the potential parallels between children's widespread adoption of smartphones and the emerging reliance on generative AI tools in childhood education. Drawing on Jonathan Haidt’s insights into how phone-based childhoods can disrupt the development of critical executive functions, and Shannon Vallor’s concept of “moral deskilling,” the discussion raises concerns about “intellectual deskilling” in younger generations. As generative AI tools like ChatGPT gain popularity, children risk becoming overly reliant on automated solutions, potentially undermining metacognition and critical thinking. This paper highlights risks such as cognitive offloading, instant gratification, and diminished perseverance and proposes measures to ensure generative AI supports rather than replaces essential developmental experiences.