Cooperative learning and its effects on pre-primary, marginalized children

This paper is based on a project which examined the effect that cooperative learning activities may have on the acceptance of marginalized children in pre-primary school. The small-scale project was undertaken at a public, pre-primary school in Cyprus using sociometric measures and observations, pre and post the implementation of some cooperative learning lessons. Thirteen kindergarten children participated in the project (mean age = five years, eight months). The findings indicate some possible beneficial effects from cooperative learning on children who are marginalized, which need further investigation in future research.