أدب الآطفال بين الإبداع الخوارزمي والذكاء العاطفي

Abstract

n light of the rapid developments sweeping through the digital environment and generative artificial intelligence applications, children's literature faces a pivotal challenge that touches the very essence of its creative process and educational objectives. A growing research gap emerges regarding the extent to which automated algorithms can respond to the identity and value-based specificities of the Arab child (taking the Algerian child as a case study), particularly amidst an increasing reliance on tools embedded with Western cultural biases that threaten to alienate the young receiver's identity and reinforce technological dependency. Furthermore, this problematic issue is not confined to cultural responsiveness; it extends to pose profound epistemological and aesthetic questions concerning the limits of artificial intelligence in simulating "emotional intelligence" and human empathy within story narrative, as well as the capacity of algorithmically woven texts to forge a genuine emotional connection with the child compared to pure human creativity. Given the scarcity of empirical studies measuring the impact of this technological output on children's behavior and cognitive comprehension, this study seeks to diagnose the dimensions of this gap. It aims to propose a theoretical and applied framework that integrates human creative intuition with the generative capabilities of artificial intelligence—thereby ensuring technical efficiency without compromising the cultural authenticity and emotional depth essential for child upbringing. Keywords Children’s Literature; Generative Artificial Intelligence; Emotional Intelligence; Cultural Identity; Algorithmic Narrative; Cultural Alienation