Circle Time

Circle time is a meaningful part of the day for young children in a Pre-School prepared environment. If well-planned, it has many benefits and should be considered an essential part of the dailyclassroom routine.

WHY IS CIRCLE TIME IMPORTANT?

KAYODE ALOWU Colegio Anglo Colombiano,

B o g o t a , C o l o m b i a

CIRCLE TIME

Circle time teaches patience and encourages interactions in a group setting. It fosters a sense of community as it tends to a child’s individual needs. A caring and supportive circle enhances a child’s self-esteem and confidence, while permitting freedom of expression among peers. Circle time is perfect for introducing and reinforcing classroom rules and routines.

23

Gi

HOW DO CHILDREN BENEFIT?

• A positive circle time will encourage social, emotional,physical and academic growth

• Children love to sing, dance, role play and engage in various other social activities. They will learn valuable listening skills as well as problem solving strategies and patience. The students will also master the important rules and routines, which allow for the smooth functioning of a Pre-School classroom.

• A child will gain confidence, a heightened sense of selfesteem,and a positive feeling about expressing himselfin a group setting.

• A child can enhance his hand-eye co-ordination and refine his fine motor skills through various games and finger play. Also, a child can improve his gross motor skills through games, dancing, music and movement, etc.

• Academically, the child will also develop. Many themes and lessons are taught at circle time, including important concepts such as the calendar, various cultural themes, and individual news items. Attendance is taken to ensure promptness and accountability.

HOW TO ORGANISE A CIRCLE TIME

Planning and organising is the key to a successful circle time; it is extremely important to be prepared. It must be interesting, fun, keep the group’s attention, and at the same time, remain organised and controlled. It is important to have a mixture of resources available, for example, songs, games, finger plays, props, stories, etc.

A session should not be too long. If it is kept relatively short, the teacher is better able to activate the group’s interest and attention. Most pre-school aged children are unable to maintain focused during a circle time longer than fifteen minutes.

WHEN IS CIRCLE TIME NECESSARY?

Ideally, there are two circle times in a day.

The first circle is at the beginning of the day. This circle should be kept between ten to fifteen minutes. It is important to keep the first circle relatively calm and quiet, as this sets the tone for your entire day. During this time, the children should come in, shake the teacher’s hand, and respond with a polite greeting. Each child should put on their slippers and quietly sit down, waiting patiently for the other students to arrive. The brevity of the meeting does not weaken its importance. It is a special time that reinforces the meaning of shared rituals. Children will learn to contribute to the group while acknowledging the contributions of their peers. This adds structure to the day and makes the child feel safe, cared for and accepted.

After the children form the circle, the session should start with a greeting song; this strengthens their feelings of inclusiveness and togetherness. Next, a brief checkup time reacquaints the group and recognises individual needs. The teacher moves around the circle, asking each child if they feel well today. Discomforts of any kind should be acknowledged and accepted. A group cheer for “good health” can be invigorating.

It is then that a teacher decides who will need additional support during the day. The teacher’s unique response to each child gives the children information on how to care for each other. The teacher’s empathy or praise helps foster the

24

Gi

children sensitivity towards their peers and will hopefully encourage more caring interactions. Children may also conduct their own check-up times as their familiarity with the ritual grows.

The focus is on sharing. Children speak their mind as clearly as possible, while others listen to their words and respond with questions or concerns of their own. New topics can be introduced and discussed, with the teacher as a guide. The first circle also includes news presentations, learning the calendar, a few other quiet songs or finger plays, and attendance.

The only rule is that the children sit quietly when appropriate, and follow the teacher’s direction. Noncompetitive games will end the circle on a high note and heighten a “whole-class” identity. The last activity should be another group song that brings the children full-circle and signals a new beginning.

what they consider important will be continued in the next meeting.

The second circle end with a closing song. It should be the same song each day, as with the morning song. The children should be reminded that they are a unique part of a special group and that everyone is looking forward to seeing each other the next day. They leave knowing that their community is supportive and dependable.

Circle time can be a very positive aspect of the day. As a teacher, it is important to be enthusiastic, prepared, and to make it fun. Building a good community feeling is the key to success. Remember, it does not matter how well you sing, but it does matter how enthusiastic you are.

ABOUT THE AUTHOR

The second circle often includes music and movement, snacks time, story time, games and songs. This is also the time for the children to put on their shoes and coats. To bring the children together, a transitional activity such as a song or a poem should be used. This time, activities and songs should reflect curricular themes and the children’s favourites. If calendar time is not part of the first circle, it should be included in this circle.

Time should be taught as sometimes that continues and is shared by all, and as a way of recording what has passed and planning for what is to come. Emphasis is placed on what makes each day special to the group, so that the children can all relate to it and know that each day has meaning.

The second circle should increase the child’s involvement and self-esteem. For example, selecting different children to act as calendar helpers will eventually allow everyone to select a special event from their day to highlight. The calendars can also be made into books to serve as reference tools in the class library, with everyone playing a variety of roles in their construction. Whatever is done should reflect the morning’s work and play activities. Children will reflect on what they have accomplished and learn habits of thinking that builds on their understanding of more expansive ideas. It is a positive time, free from criticism. If the second circle is at the end of the day, it is a time to look forward into tomorrow. Children will again listen to each other and plan what activities or project will begin the next day. The teacher should record the information so that the children learn that their ideas are respected and

Kayode Alowu is an experienced International educator with seventeen years’ experience in Early Childhood and Elementary Education. He has worked in 5 International Schools and currently work at the Colegio Anglo Colombiano, Bogota, Colombia. As a wellrounded educator, he has gained in-depth knowledge of accommodating the different style of learners and incorporating effective methods to meet student’s unique needs. He encourages student learning by incorporating creative learning centres with various forms of technology, hands-on activities, and fun manipulative.

BIBLIOGRAPHY

www.teachpreschool.org www.circletimeonline.com www.circle-time.co.uk

25