## 5 Discussion  
Foundational cognitive abilities like language acquisition, memory, problem-solving, and executive functions develop quickly during the early years of life, but many factors that affect robot design are involved in this context. For instance, children's cognitive and emotional reactions to robots can be strongly influenced by the environment in which they interact with them. In addition, interactions in a naturalistic classroom or home environment might produce different outcomes than those in a controlled laboratory setting. Robot-mediated learning can be made more or less successful by environmental conditions like noise levels, peer presence, and the availability of other stimuli. Similarly, children's reactions to robot interactions can also be influenced by the presence of peers, parents, or other caregivers. Collaborative play with peers or positive reinforcement from adults can improve learning outcomes and engagement. On the other hand, unfavourable comments or disinterest from others could make robot-mediated interventions less successful. Another important factor to be considered is that a lot of research on robot-mediated learning is short-term and concentrates on results obtained right away. To evaluate the long-term effects of robot interactions on kids' cognitive and emotional development, longitudinal research is required. While most research focuses on certain populations or age ranges, a more thorough grasp of how various kids react to robots might be possible by broadening the participant pool to encompass a greater range of ages, skill levels, and cultural backgrounds. This would also make it easier to spot any possible biases or restrictions in the current study. It is appropriate to investigate robots as social and educational partners at this age since cognitive growth at this level also encompasses social cognition, such as understanding the viewpoints of others. RQ1: How Can Children's Positive Emotional Development--Like Resilience and Confidence--Be Fostered by Social Robots? Children's views and interactions with social robots are discussed in this section. First of all, children's perceptions of robots are frequently shaped by fictional representations, which frequently blend technological innovations with human-like traits and can reinforce preconceptions. Second, kids often anthropomorphize robots by giving them human-like feelings and thoughts. By demonstrating healthy coping strategies and offering emotional support, social robots can promote children's emotional development in terms of positive views. Trust, robot embodiment, and conduct are some of the factors that have a significant impact on how kids connect. According to a prior study [7], children may benefit from emotional regulation assistance from robots that exhibit human-like traits, including facial expressions and careful listening. Depending on their particular characteristics, cultural upbringing, and past experiences, children's emotional reactions to robots might differ greatly. Certain children may display positive emotions like delight and curiosity, while others may experience dread or worry, particularly if the robot's appearance or behaviour is seen to be strange or unfamiliar. When designing and implementing robotic treatments, this heterogeneity should be taken into account since it may affect the efficacy of robot-mediated learning. Emotional attachment to robots can improve learning results and engagement, but it can also result in emotional dependence or overreliance. Children who struggle with social communication may develop close relationships with robots in therapeutic settings, which could make it more difficult for them to use newly acquired abilities in real-world situations. Future studies should examine methods for striking a balance between fostering social skills and independent study and emotional engagement. Children's emotional reactions are greatly influenced by the emotional expressiveness of robots, including body language, voice modulation, and facial expressions.