This paper presents Interactive Groups as a successful action in early childhood education, which responds to the current needs of European Educational systems. The European Commission (2006) acknowledged Early Childhood Education and Care (ECEC) as one main educational stage to improve both efficiency and equity of European educational systems. The long-lasting effects that high quality ECEC has throughout life and the effect on compensating disadvantaged socioeconomic situations of vulnerable children are two main reasons highlighted by the EC that justify the need to identify successful educational actions before children enter primary education. Particularly, the European Commission (2011b) recommended implementing educational services in ECEC that respond to children’s cognitive, emotional, social and physical needs. When IG are implemented in pre-primary education its implementation follow the same criteria as in subsequent learning levels: on the one hand, they are principally implemented to work on instrumental learning contents, mainly literacy and mathematics. The acceleration of learning that IG promotes in these content areas contributes to children’s school readiness and prevent school failure in later stages. On the other hand, peer interaction based on dialogue, argumentation and mutual help contribute to develop children’s cognitive skills while they also develop socially and emotionally.