Elementary aged children, especially ones old enough to begin doing research on a topic, need to understand a bit about AI. Perhaps they have an older sibling or friend who is using AI. Once a child begins to ask about AI, you need to be able to give unbiased information about what AI can do and what it cannot do.  

It is important that children be given some specific examples that show that sometimes the information given by AI is incorrect. Perhaps children believe that anything read online is true, has to be true. It is imperative that children understand that AI often makes mistakes. If an older child is searching AI for information, tell them they can include AI in their references/bibliography (and have them include what AI gives them).  

I question the value of AI before the age of 9 or so, when deeper research begins as the children are writing reports a lot. Once a child asks about AI, they need to be taught how to use this research tool.

AI is a research tool, like other research tools, and needs to be viewed as such. Unfortunately, in today’s world, children and adults submit “written work” generated by AI rather than by their own brains. This habit will not serve them well in the long run as they will not have had the opportunity to learn about the positive aspects and the negative aspects of this tool. 

They will not persevere for understanding since AI generates something in seconds. They will not experience that the working of their own brains can be as good as, if not better than, but not as quick, as AI.