The aim of the study is to investigate the relationship between questioning and cooperative learning used in early childhood classrooms and achievement levels of 6 years old children. The study of questioning and cooperative learning can be a learning paradigm in early childhood education to enhance the students' knowledge and achievement levels. Encouragement of creativity, perception, and performance of children takes important place in educational area. Techniques promoting those criteria should be clearly investigated and defined in order to receive effective teaching. As the aim of this study is to investigate effects of questioning and cooperative learning techniques in classrooms, it would give idea for educators, administrators, and teachers about the importance of those strategies and their usage areas. The study gives literature review about previous research on the effects of questioning and cooperative learning. The assumed expectation are rooted from many reaserachers that resulted in achievement level is higher on children that engage in questioning and cooperative learning environment. Research signed out that questioning and cooperative learning increase performance level of children in preschools. There are many research investigated effects of questioning and cooperative learning together and differently. Regarding the investigation of the relationship between those teaching techniques and achievement levels of children is composed based on assumed expectation.

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