Expert warning on AI use in children: Uncontrolled screen time at an early age may affect development

As AI-powered applications, smart assistants, and chat-based systems become more visible in children's daily lives, experts are drawing attention to the developmental risks of uncontrolled use, especially at early ages. Batıgöz Health Group Balçova Surgical Medical Center Psychiatrist Dr. Sema Bayçin stated that artificial intelligence can create different effects depending on a child's age and developmental level.

According to Bayçin, the family approach to technology should not be entirely prohibitive, but rather conscious and guided. Emphasizing that children's encounter with digital tools is inevitable under today's conditions, Bayçin stated that in addition to the duration of screen and AI use, the child's developmental stage must also be taken into account.

In early childhood, children's most important source of learning is real-life experiences. Playing games, communicating with peers, spending time with family members, and exploring the environment form the fundamental building blocks of social, emotional, and cognitive development.

In the first years of life, children get to know their environment by touching, playing, and interacting with people. During this period, an increase in time spent with screen or AI-based applications can reduce the time allocated for face-to-face communication, free play, and social experiences. Bayçin noted that scientific studies indicate that heavy screen exposure, especially in early childhood, may be associated with attention, working memory, and academic skills in later years.

RISKS VARY BY AGE

In the preschool period, especially between the ages of 2-6, children's ability to distinguish between abstract and concrete concepts is not yet fully developed, so voice command systems or talking AI toys can be perceived as "living" beings. According to experts, command-oriented digital interactions can also negatively affect children's learning of social skills such as politeness, taking turns, and empathy in peer relationships.

In the primary school period, the risk emerges more through the perception of accurate information and productivity. Children may accept the answers provided by AI as absolute truth and may have difficulty distinguishing between erroneous information and reliable information. Frequent use of ready-made content can passivize skills such as problem-solving, creating one's own games, and mental productivity.

During adolescence, long-term and uncontrolled use of AI-based chat applications can lead some young people to turn to digital interactions that constantly provide approval instead of real social relationships. Bayçin also stated that the unconscious use of AI-supported tools in homework and projects can limit research, analysis, source verification, and critical thinking skills.

Images produced with AI and manipulated content also stand out as a separate risk category for adolescents. Unrealistic filters and visual edits can affect body image; the use of this content for cyberbullying is among the areas that families and educators need to monitor carefully.

Bayçin emphasized that artificial intelligence should not be seen as entirely harmful or entirely beneficial. When used in an age-appropriate manner, balanced in terms of duration, and under parental guidance, AI can be a supportive tool for foreign language learning, research, coding skills, and access to educational content. However, according to experts, the basic criterion is that AI should not become a system that thinks and produces on behalf of the child.

Artificial intelligence and digital tools should not replace play, real social relationships, family communication, and productive learning experiences. It will be an important approach for healthy development for families to establish open communication with their children, set boundaries for technology use together, and provide children with the skills to use the digital world safely.