Developing cooperative learning in efl contents. Introduction

CL in the Early Years
Developing the use of CL with children in the early years is a more recent theme of research. Battistich and Watson (2003) discuss the paucity of research overall in this respect. Nevertheless they emphasise the importance of cooperative learning for promoting young children's social and emotional development and state:
'If children do not learn successful strategies for interacting with their peers, the classroom environment will be peppered with disruptions and academic learning is likely to be seriously undermined.' (2003:19)
In Johnson and Johnson's meta-analysis of 1989 over 500 studies were found but only four related to preschool children. However, the small body of research suggests that young children benefit from cooperative learning. Although positive outcomes were found, certain conditions were necessary for success: the classroom needs to be seen as a safe place for all pupils; the children possess the social skills necessary to interact with peers and a collaborative and trusting relationship with the teacher is established.
When using CL in the early years the following differences in its use need to be noted, (Battistich and Watson, 2003):

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  Group size - it is better to work in pairs (Watson et al, 1988).
  
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  Level of teacher support and structuring of activities is higher
  

They also notes the following special considerations, however, overall analysis of research shows that these are elements required regardless of age:

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  Direct instruction of social skills is required
  
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  Careful observation by teachers is necessary
  
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  Appropriate intervention by teachers is required
  
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  Opportunities for reflection on success are also necessary
  

They conclude that there may be some common themes which apply to the use of cooperative learning strategies for adult learners:

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  the cooperative task should be demanding, new, yet achievable
  
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  groups should be hetereogenous
  
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  the model of cooperative learning should be simple because of the limited amount of time available for classes
  
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  there needs to be time allowed to establish a sense of cohesion
  
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  time should be given to practise group processes, team building skills and cooperative social skills
  
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  the tasks should demand the sharing of responsibility so that group and individual learning goals are met in a collaborative way.