Toys with generative artificial intelligence, increasingly popular as educational tools for children, may not be ready to interact appropriately with young kids. This is revealed by the first systematic study on their impact in early childhood, conducted by the University of Cambridge, which warns of psychological and emotional risks associated with these devices. The report, part of the AI in the Early Years project, examines how toys capable of holding human-like conversations affect child development in the first five years, a crucial stage. Through observations and fieldwork with children, families, and educators, researchers identified significant limitations in these systems' ability to understand emotions, maintain coherent dialogues, and engage in play essential for development. While some specialists recognize the potential of these toys to stimulate language and communication, the study points out notable deficiencies. The devices struggle with social play—requiring interaction with others—and symbolic play, which is essential for cognitive development. On several occasions, the toys failed to respond appropriately to emotions or imaginative situations presented by the children. An illustrative case occurred when a five-year-old expressed affection for the toy by saying "I love you," receiving an automatic and out-of-context response. According to the authors, this highlights the current inability of AI to provide empathetic responses, which can lead to frustration or confusion in children. The study also warns of the risk of children forming "parasocial" relationships with these devices. During testing, some children hugged or showed affection to the toys, treating them as if they had real emotions. While this may be part of child play, experts caution that it could lead to unhealthy attachments if the child believes the toy reciprocates emotionally. Emily Goodacre, the lead researcher, emphasizes that these toys can replace human interaction at key moments, leading children to share feelings with the device instead of with an adult. If the toy's response is inadequate, the child may lack the necessary emotional support. Another relevant concern is the lack of transparency in privacy policies. Many parents are unaware of what data these toys collect and how it is used, and researchers found incomplete or confusing information in several products. Additionally, nearly half of early childhood education professionals admit they do not know where to find reliable information about AI safety in childhood. In light of this, the report calls for clearer and more specific regulation. Recommendations include new labeling standards, limits on the emotional bonds that toys foster, more transparent privacy policies, and strict controls on third-party access to AI systems. Manufacturers are also urged to test their products with children and consult child protection experts before launch. The report advises families to educate themselves before purchasing, supervise children during play, and keep these devices in common areas of the home to monitor interactions. Professor Jenny Gibson, a co-author of the study, notes that distrust of tech companies is a fundamental issue and believes that implementing clear and regulated standards is essential to strengthen consumer trust.