The impact of robotics on development, of hot and cold executive functions, and their role in improving them in special education

Executive function (EF) skills are neurocognitive skills that support the reflective, top-down coordination and control of other brain functions, and there is neural and behavioral evidence for a continuum from more "cool" EF skills activated in emotionally neutral contexts to more "hot" EF skills required for motivationally significant tendency reversal. EF problems are transdiagnostic markers of abnormal development. A neurodevelopmental model follows the path from bad childhood events and stress to disturbance of the development of brain systems supporting reflection and EF skills and an increased risk for general psychopathology traits. Educational robotics is generally concerned with researching the effects of building and programming robots on children's learning and academic accomplishment. We recently discovered that engaging in progressively more difficult robot planning and monitoring (ER-Lab) promotes visual-spatial working memory and response inhibition in early childhood during typical development, and that an ER-Lab can be a viable rehabilitative tool for children with Special Needs.  Children with Special Needs (SN) had considerably enhanced inhibition skills, and children with attentional impairment had greater gains in inhibition of motor response tasks than children with a language deficiency. The study's findings and future prospects for how ER-Lab programs could become a strong tool in classrooms with special needs children are highlighted. The key also conclusion was that there was a considerable improvement in visuo-spatial attention as well as a significant effect on robot programming skills. According to research, EF abilities can be developed through scaffolded training and are a promising therapeutic and preventive intervention target. Intervention efficacy can be increased by reducing disruptive bottom-up effects like stress, teaching both hot and cool EF skills, and incorporating a reflective, metacognitive component to facilitate far transfer of trained skills.