Educational Robotics and empowerment of executive cognitive processes: from typical development to special educational needs

This paper describes a new Educational Robotic (ER) approach aimed to empower higher cognitive functions in school-setting. As robot programming requires to mentally plan a complex sequence of actions before the motor act, ER may indeed promote several crucial cognitive processes underlying learning. The steps needed and the mental acts for robot programming may involve Executive Functions (EF), that are complex higher cognitive processes, particularly crucial in the early development, because they are the base for abstraction and logical reasoning, decision-making, sequential thinking, maintaining and updating information in memory and problem-solving. Recent studies attempting to attest with a scientific approach the effect of ER on executive functioning are described. They concern both classroom with typical development or special educational needs and rehabilitation environment for children with developmental disorder.