Generative artificial intelligence in the education of children and adolescents: perspectives from Developmental Psychology

• Beatriz Ventorini Lins de Albuquerque Federal University of the State of Rio de Janeiro / Petrobras https://orcid.org/0009-0009-9245-2234

DOI: https://doi.org/10.5753/urca.2024.245637

Abstract

This essay proposes insights on the use of generative artificial intelligence (GenAI) in the context of children’s and adolescents’ education, drawing from two perspectives in Developmental Psychology: John Bowlby’s Attachment Theory and Lev Vygotsky’s concept of the Zone of Proximal Development (ZPD). The insights are based on the following conjectures: a) in situations of social or emotional vulnerability, a student’s interaction with GenAI might lead to the development of an attachment relationship, which in turn could influence the learning process and future interactions with the GenAI; and b) if GenAI can be programmed to operate within the student’s ZPD, its potential to enhance learning could be optimized.

Keywords: generative artificial intelligence, developmental psychology, Attachment Theory, zone of proximal development, children's and adolescents' education

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