## 5 Discussion
Robots that are too expressive, however, could cause misunderstandings or irrational expectations, particularly in younger kids who are still learning about emotions. To make sure that robots are viewed as helpful tools rather than emotional stand-ins, designers should strive for a balance between expressiveness and simplicity. Additionally, studies (\(n=12\)) have shown that children's engagement and learning are greatly impacted by a robot's social presence, including perceived intellect and attraction. Robots with more social presence tend to engage with children more favourably, which enhances rapport and improves learning results. RQ2: How Children's Cognitive Development Can Be Fostered by Early Exposure to Robot Mediated Learning? Children go through several evolutionary phases from a very young age as they develop, during which their cognitive and physiological abilities advance as a result of constant interaction with their environment. Leading researchers in the field of children's motor and cognitive development were [PERSON] (Table 3) and [PERSON], and their hypothesis is outlined in [61]. In recent years, there has been a lot of interest in the incorporation of robotics into early childhood education. Attracting children's attention and inspiring them to learn is one of the main ways robots promote cognitive development. Robots provide an engaging and dynamic learning environment in contrast to conventional teaching techniques, which are occasionally thought of as boring. Their captivating looks, expressive gestures, and capacity to offer tailored feedback can greatly boost kids' drive and attention. One study [70] examined how a social robot called \"[PERSON]\" affected the way children participated in educational activities. According to the study, kids who interacted with [PERSON] showed noticeably greater levels of motivation and engagement than kids in a control group. On the other hand, children can gain an important opportunity to acquire critical social and emotional skills through interacting with robots. Children can be encouraged to speak, express their feelings, and take turns by using robots as social partners. Children can gain empathy, social awareness, and the capacity to recognize and address the needs of others through this connection. In order to demonstrate this, another study [71] looked at how children with autism spectrum disorder (ASD) responded to a robot-assisted intervention. According to the study, kids who engaged with a social robot showed notable gains in their ability to communicate socially, including better verbal communication, more eye contact, and improved social interaction. Research on robotic technology, particularly assistive roboticsfor babies, is expanding and could be crucial for early age children with a variety of cognitive impairments. In fact, it has been found [65] that babies are frequently drawn to robotic gadgets, and that these gadgets may help youngsters with physical limitations play and exercise as well as help those with cognitive difficulties to study. For example, when compared to traditional methods, humanoid robot motion demonstrations offer a number of special benefits for researching baby motion adaption. Interactive humanoid robots may hold infants' interest longer than inanimate toys because they prefer face-to-face interactions [59]. Additionally, tiny humanoid robots are capable of making movements akin to those of newborns. This feature might make it easier for the robot to encourage babies to mimic desirable motion patterns. This premise was put to the test and it worked well. In fact, the scientists used two socially assistive robots to create a paediatric learning environment that would provide motor treatments. Early exposure to robot-mediated learning has been shown to considerably improve children's cognitive development.