Children’s content created with artificial intelligence - Ocarina Player
icon

Contacts

[email protected]

<!–

  • –>

    Sindbad Srl
    Via Giano della Bella, 23
    50124 Firenze

    Shopping bag (0)

    No products in the cart.

    icon
    0
    THE POND

    Children’s content created with artificial intelligence

    Risks and opportunities in fairy tales and narrative audio

    23/07/25 Ocarina listening tips

    Artificial intelligence (AI) is also transforming the world of children’s audio content. From automatically generated fairy tale texts to audiobooks narrated with synthetic voices, new technologies promise fast, personalized, and increasingly accessible solutions. This rapidly growing field closely concerns parents, educators, and companies involved in producing children’s audio content.

    But what are the educational, ethical, and emotional implications of these innovations? What happens when stories are no longer told by an adult’s voice but by an algorithm?

    In this article, we explore the risks and opportunities of AI-generated children’s content, focusing on fairy tales and narrative audio, now increasingly available on smart devices accessible to young children.

    We aim to be objective rather than ideological, open‑minded rather than nostalgic, yet also highly cautious—given that these are contents that directly impact the cognitive, emotional, and relational development of young children.

    In this regard, we first decided to ask the AI itself whether it’s appropriate to apply the precautionary principle to this area.

    ——————————————————————————————————————————————————–
    Here’s what ChatGPT responded:

    Yes, the precautionary principle can be fully applied to the realm of AI-generated content for children—especially when narrative texts and audio directly affect the cognitive, emotional, and relational development of young children.

    What does the precautionary principle mean in this context?

    The precautionary principle—often used in environmental and health matters—suggests that in the presence of uncertainty about the long-term effects of a technology, it is better to adopt preventative measures rather than wait for definitive proof of harm.

    Applied to AI storytelling for children, it means:

    “If we are not certain that an automatically generated piece of content is safe, appropriate, and beneficial for a child, it is better to refrain from offering it without careful human oversight.”

    Why is it especially relevant for AI‑generated children’s content?
    1. Critical developmental period

    Early childhood is when language, empathy, morality, and identity are shaped. A flawed, ambiguous, or mis‑timed piece of content can profoundly influence a child’s worldview.

    2. Lack of algorithmic accountability

    Many AI tools—even advanced ones—do not provide transparency about how or why a fairy tale is generated in a particular way. We cannot know in advance the implicit values or messages.

    3. Risk of educational delegation

    If we fully rely on AI to tell stories, we risk shifting the educational responsibility to a system that cannot understand the emotional or cultural context of the child.

    How can the precautionary principle be applied in practice?

    ✅ Active supervision: Every generated content should be listened to or read by an adult before being used.

    ✅ Pedagogical curation: Contents should be selected or adapted by early‑childhood experts.

    ✅ Limited and integrated use: AI should be an occasional support—not the primary storyteller.

    ✅ Digital literacy education: Teach children and parents that “not everything the AI tells us is accurate or true.”
    A proposal for platforms like Ocarina Player

    Ocarina, which already promotes selected and verified audio content, could further distinguish itself by implementing:

    Advanced pedagogical filters for AI‑generated content

    A “recommended by experts” section

    Shared listening spaces for parent‑child experiences

    Educational prompts or guidance before auto‑generated content
    In summary

    Yes, applying the precautionary principle is not only possible but desirable to ensure technology remains a tool for education, not an invisible risk.

    “Better to prevent than correct, especially when imagination, trust, and development are at stake.”
    ——————————————————————————————————————————————————–

    Having said this (and thanks to ChatGPT for the support), let’s look in more detail at the main uses of AI in the development of stories and audio dedicated to girls and boys, analyzing the opportunities, potential risks, educational applications, ethical implications and future prospects.
    Opportunities: tailored fairy tales and accessible audio
    1. Narrative personalization

    AI can generate fairy tales that include the child’s name, interests, and cultural context. This enhances emotional engagement and supports learning.

    Platforms like MyStorybook.AI or Tales Factory allow creation of unique fairy tales with custom characters and settings.

    2. Realistic, engaging narrative audio

    Thanks to advanced voice synthesis, fairy tales can be turned into true children’s audio content with emotional voices, sound effects, and background music—a huge accessibility opportunity.

    Services such as ElevenLabs, Play.ht, and Wondercraft AI enable rapid generation of children’s audiobooks and podcasts.

    3. Support for parents and educators

    AI tools can help create educational or recreational materials fast and tailored to each stage of development—even for children with special needs.
    Creating original audio stories can also be a creative family activity, turning listening and storytelling into a stimulating communal moment.

    Risks: automated narratives and human relationships
    1. Inappropriate or confusing content

    AI lacks educational awareness. It may generate seemingly innocent stories that include incoherent messages, stereotypes, or violent resolutions. The risk: children receive wrong or age‑inappropriate signals.

    2. Absence of pedagogical intentionality

    A well‑constructed fairy tale is more than entertainment: it helps children manage emotions, resolve conflict, and recognize themselves and others. Automated stories often lack this educational dimension.

    We might also ask:

    What effect does it have on imagination not being able to choose with which character to identify?

    What impact does constantly being the protagonist of the story have on a child’s sense of self‑centeredness?

    3. Replacement of human interaction

    AI‑generated audio may replace precious storytelling time between parent and child. Shared narration builds intimacy, security, and stimulates emotional and linguistic development.

    Quality vs Quantity: an educational approach

    Generating dozens of fairy tales a day does not guarantee narrative quality. In educational contexts, distinguishing between quantity and formative value is essential.

    Note: As a rough point of comparison, it is estimated that the total number of fairy tales shared across European populations for centuries did not exceed one thousand, despite many traditional variants — stories were passed down orally, so exact estimates are impossible.

    Human voice, emotion, and connection

    Angela Proctor, a children’s author, emphasizes that reading aloud by an adult helps children recognize emotions, build relationships, and create memorable experiences.

    Storytelling as co‑creation

    According to the Tinker Tales approach (University of Washington), AI is beneficial when incorporated in a dialogical process, where children and adults co‑author the story by adding real elements, emotions, and questions.

    Digital literacy for children

    Stephanie Kirmer, an educator, suggests teaching children that AI is not infallible, but a tool to be used with critical thinking—enhancing autonomy, curiosity, and judgment.

    Ethics and the future: guidelines, guidance, and awareness
    Emotional education and development

    According to pediatrician Dana Suskind, interaction with chatbots and artificial voices may negatively impact social development in young children if not accompanied by authentic human relationships.

    AI as a tool, not a substitute

    Futurist and digital ethics advocate Sinead Bovell warns that we should not repeat mistakes made with smartphones: AI literacy must begin early.

    Toward conscientious education

    The World Economic Forum recommends incorporating AI into school curricula responsibly—to teach comprehension, limitations, and accountability of digital technologies.

    Conclusion: AI as a companion, not a replacement

    Artificial intelligence can enrich children’s narrative experiences, but it must never replace the educational relationship. A recorded voice may tell a story, but only a human voice teaches us to truly listen.

    Contributors we have cited—even those open to using AI with children—presume direct and active engagement, ideally in more advanced preschool or school years.

    For platforms like Ocarina Player, which are committed to offering safe, high‑quality audio content from early childhood onward, it remains essential to rely on carefully selected and educator‑supervised materials. AI presents an opportunity only when guided by pedagogical criteria, ethical sensitivity, and specialist oversight.

    The challenge is not to ban AI, but to use it consciously, critically, and collaboratively.