ArticlePediatrics2026
Generative Artificial Intelligence: Implications for Families and Pediatricians.
Article in Pediatrics, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
5 citing papers in PubMed.
- Artificial intelligence in pediatric diabetes: clinical benefits, developmental risks, and ethical challenges.European journal of pediatrics · 2026Review
- Digital Media Use and Psychosocial Health among Adolescent Boys and Young Men.Current psychiatry reports · 2026Review
- Family-school autonomy support for children's responsible use of generative artificial intelligence: a self-determination theory synthesis and developmental research agenda.Frontiers in psychology · 2026Review
- Generative Artificial Intelligence Use and Adolescent Mental Health.Current pediatrics reports · 2026Review
- Parental sexual health development support for emerging adolescents in western upstate New York: a qualitative interpretive description study.Frontiers in public health · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
Abstract
Generative artificial intelligence (AI) technologies, capable of producing original text, images, audio, and video, are increasingly embedded in children's learning, play, and daily life. Pediatric clinicians and parents face the challenge of guiding children toward safe and constructive engagement with these rapidly evolving tools. This state-of-the-art review synthesizes current knowledge regarding opportunities, risks, and best practices related to children's interactions with generative AI. Developmental considerations are emphasized because the impact of AI varies across early childhood, middle childhood, and adolescence. We highlight potential benefits, including personalized learning, creative expression, and enhanced communication, while also discussing risks such as misinformation, privacy threats, and false perceptions of AI as a friend or caregiver. Evidence-based strategies are proposed to promote AI literacy, critical thinking, and safe integration of AI into pediatric care and education.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.