## 3 Emotional Educational Robotics: Robotics Kits as Objects to Think with and to Emote with  
Here, we will report some examples of how simple robotic kits--such as LEGO Mindstorms, or similar--can be used in order to carry out emotional educational robotics sessions, in which children can observe, construct and deconstruct robots' bodies and minds in order to understand the complex interactions among body, emotions and cognitions. The examples mentioned below can be used with children from 6 to about 12 years of age. As for younger children, educators can simply use robots as attractive tools to tell and show emotional stories. Older children, on the contrary, may be involved in all the aspect of body and mind construction, under the supervision of educators. **Example 1. **_Somatic markers and irrational fear._  
Children are presented with a story and a scenario: the protagonist of the story is a robot who is afraid of the dark (irrational fear). The robot, through a light sensor, runs away from dark areas (represented by the black parts of the track) and reproduces a sound that simulates heartbeats. Children observe the robot's behaviours and try to guess the emotion it is expressing. Then, with the help of educators, children are led to reflect upon the robot's behaviour by discussing the possible reasons of that fear. What has happened to this robot before? Why is his body responding to \"darkness\" with a reaction of fear? Are all the situations of darkness actually dangerous for him? Or is it rather an \"irrational fear\"? How can we help he not to feel such an irrational fear? Might this be possible by modifying the robot's body or mind? For instance, children may decide to eliminate the light sensor (modifying the body). At the beginning, it would turn out to be enough for the robot not to be scared anymore; the robot would neither see darkness nor feel fear. Nonetheless, the robot needs its sensors for adaptive life. What can we do? Perhaps the emotional experience (the somatic marker) is what should be changed--by modifying the program (the mind of the robot)--since it is associated with the perception of darkness. In this way, the robot might no longer be afraid of black zones (modifying the emotional experience). What is happening now? What has changed? Is the robot still afraid of the dark? This simulation is an opportunity to talk about somatic markers as embodied memories of emotions and body-mind constraints that influence our emotions. **Example 2**. : _Somatic markers and useful emotions._  
Children are presented with a story and a scenario: the protagonist of the story is a robot who is afraid of heights. Using an ultrasound sensor, it runs away from the edge of the table and reproduces a sound that simulates heartbeat. Once again children are led to reflect upon the robot's behaviour, to change robot's body (i.e., by pulling out the ultrasound sensors) or its mind (by changing its program). This time, however, the robot's behaviour is used to discuss useful emotions; those which prevent him from falling off the table. What would happen to the robot if he did not have the ultrasound sensors? What would happen to the robot if he were not afraid of heights? What do you think about the usefulness of fear in this case? When is fear useful and when is it not? Is fear of heights to be considered an innate and adaptive emotion? This simulation is another opportunity to talk with children about somatic markers of emotions that, in this case, keep us safe from dangerous situations. **Example 3**. : _Understanding bodily signals of emotions._  
Children are taught to construct robots capable of expressing emotions (sadness, joy, etc.) through some somatic features and through behaviour. Children are instructed to modify the robot's body by adding accessories and colours representing specific emotions (i.e., red for angry robots, yellow for happy ones, and so on).