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Circle time

Circle time is a structured group activity commonly used in early childhood education settings, where young children gather in a circle or semi-circle formation under the guidance of a teacher or caregiver to engage in shared experiences such as singing songs, reading stories, discussing daily events, and practicing social skills like taking turns and listening.^[1] These sessions typically last 15-20 minutes to accommodate young children's attention spans and are designed to foster a sense of community and active participation among the group.^[1] Circle time, a practice developed in Friedrich Froebel's 19th-century kindergarten and influenced by egalitarian traditions such as North American Indigenous talking circles, has become a widely adopted teaching strategy in preschools worldwide.^[2]^[3] The primary purposes of circle time include building social-emotional skills, enhancing oral language development, and promoting self-regulation by encouraging children to express emotions, share ideas, and collaborate in a supportive environment.^[4] Research highlights its benefits for emotional well-being, such as improving self-esteem, responsibility, and problem-solving abilities, while also aiding teachers in addressing classroom issues proactively through facilitated discussions.^[3] In Montessori and other preschool contexts, it often incorporates elements like greetings, calendar activities, and vocabulary lessons to support academic readiness, though attendance is sometimes compulsory despite emphases on child-led learning.^[5] Key components of effective circle time involve establishing "golden rules" such as speaking one at a time (often using a talking object), active listening, and the right to pass, with sessions held regularly, often daily, to maintain consistency and routine.^[3]^[5] While beneficial for community building, challenges arise if sessions exceed 20 minutes, potentially leading to disengagement or disruptive behavior, prompting recommendations for shorter durations or alternatives like small groups to better meet diverse developmental needs.^[5] Overall, circle time serves as a foundational practice for holistic child development, integrating social, emotional, and cognitive growth in early learning environments.^[4]

Overview

Definition

Circle time is a structured group activity in early childhood education where children and educators gather in a circular formation to engage in interactive discussions, sharing experiences, songs, stories, and other communal learning opportunities. This practice fosters a sense of community by allowing all participants to contribute equally, without hierarchical positioning such as a designated head of the table.^[4]^[6] Key characteristics of circle time include an emphasis on equality among participants, which promotes inclusivity and shared ownership of the group dynamic. The circular arrangement facilitates direct eye contact between individuals, enhancing interpersonal connections and non-verbal communication. Additionally, it encourages turn-taking during speaking or activities, alongside active listening skills, as children learn to respect others' contributions while awaiting their own opportunities to participate.^[6]^[5]^[7] This pedagogical approach is most commonly implemented in preschool, kindergarten, and early elementary classrooms, where it serves as a foundational routine for building social norms and transitions. It is also adaptable to other group environments, such as music therapy or occupational therapy sessions for young children with developmental needs. Typically, circle time lasts 10-20 minutes and occurs daily, often as a bridge between free play and more focused instructional periods, aligning with young children's attention spans.^[4]^[6]^[5]^[8]

History

The conceptual origins of circle time draw from traditional practices such as North American Indigenous talking circles, which emphasize equality, cooperation, and shared dialogue in group settings.^[3] As an educational practice, its formal development can be traced to the mid-19th century in Germany, where Friedrich Froebel, the founder of kindergarten, integrated group circle activities into his pedagogy to promote communal play and social harmony among young children. In 1837, Froebel established the first kindergarten in Blankenburg, emphasizing structured group gatherings where children engaged in singing, storytelling, and shared activities to develop cognitive and emotional skills in a nurturing environment.^[9] These circles symbolized unity and spiritual connection, drawing on Froebel's view of play as essential for holistic child development and fostering a sense of community through collective participation.^[10] During the 20th century, circle time evolved within progressive education movements, incorporating influences from Maria Montessori and Rudolf Steiner's Waldorf approach to enhance social cohesion and rhythmic growth. Montessori's method, developed from 1907 onward, featured daily group gatherings—such as the Silence Game—for voluntary participation that built community awareness and emotional bonds, adapting Froebel's ideas to emphasize individual choice within a collective setting.^[5] Similarly, Steiner's Waldorf schools, founded in 1919, incorporated circle dances and verses into morning routines to support rhythmic development, coordination, and group harmony, viewing the circle as a sacred space for physical and social integration across age groups.^[11] The modern formalization of circle time in schools is largely credited to British educator Jenny Mosley, who began developing her Quality Circle Time (QCT) model in 1986 and popularized it throughout the 1990s to address emotional intelligence and classroom management. Mosley's structured sessions, outlined in her 1996 and 1998 publications, involved timetabled group meetings with techniques like rounds and games to build empathy, listening skills, and self-esteem, influencing whole-school approaches in primary education.^[12] By the late 20th century, circle time spread globally, integrating into curricula in the UK, US, and Ireland amid a shift toward child-centered learning informed by psychological theories on social-emotional development. In the UK, Mosley's model gained traction in primary schools as part of the Social and Emotional Aspects of Learning (SEAL) program, promoting inclusive behavior strategies.^[12] In the US, similar practices evolved through progressive education traditions into routines like morning meetings in preschools to foster discussion and community.^[2]^[13] In Ireland, it entered primary schools in the early 1990s via Mosley's framework and became embedded in the 1999 Social, Personal and Health Education (SPHE) curriculum, with over 80% of teachers reporting its use by 2008 to support self-esteem and group dynamics.^[14]

Implementation

Organization and Structure

Circle time is typically arranged in a non-hierarchical circular formation to promote equality and ensure all participants can see and interact with each other, often using floor spaces marked by carpets, individual cushions, carpet squares, or small chairs arranged in a full or semi-circle. This setup fosters inclusivity by eliminating positional hierarchies, such as front-row advantages, and can be adapted to various environments like classrooms, halls, or outdoor areas. For visibility during shared elements like stories, the circle may temporarily break and reform as needed.^[15]^[3]^[16] Sessions are ideally scheduled as a daily routine, often in the morning to build community or during transitions between activities, with durations tailored to age: 5-10 minutes for toddlers to maintain engagement, extending to 10-15 minutes for children under five and up to 20 minutes for older preschoolers. Timers can help enforce these limits, preventing overstimulation.^[17]^[16] The facilitator, usually the teacher or educator, leads the session by sitting at the same level as the children to model equality, providing prompts for participation and guiding the flow with open-ended questions or body language cues. Tools such as talking sticks—for turn-taking—or visual aids like picture cards and props support structured involvement, particularly for neurodiverse children.^[3]^[18]^[16] Optimal group sizes range from 10-20 children to allow individualized attention and active participation; for larger classes, dividing into smaller circles of 3-6 with additional facilitators is recommended.^[16]^[3] Inclusivity is enhanced through practices like offering seating modifications—such as cushions, wobble stools, or chairs for mobility issues—and visual supports like timetables or sign language to accommodate diverse needs, ensuring all children can participate comfortably while respecting the right to pass.^[19]^[15]^[3]

Activities

Circle time sessions incorporate a variety of interactive elements designed to engage young children in group settings. Core activities often include greetings and sharing circles, where children respond to prompts such as "What did you do today?" to encourage personal expression and listening skills. Calendar and weather discussions are common, involving children in identifying days, dates, and current conditions using visual aids to build routine awareness. Fingerplays and rhymes, such as hand movements paired with simple verses, promote coordination and language repetition.^[20] Creative elements enhance participation through singing group songs, including traditional nursery rhymes like "Twinkle, Twinkle, Little Star," which foster rhythmic awareness and collective joy.^[2] Storytelling with props, such as puppets or picture books, captivates attention and stimulates imagination.^[20] Simple games, like passing a ball to signal turn-taking, teach patience and social cues.^[17] Educational integrations weave thematic content into these interactions. Themes on emotions involve identifying feelings through activities like a "feelings check-in," where children name or act out expressions to build emotional vocabulary.^[21] Literacy elements include shared reading of books, focusing on vocabulary and narrative comprehension. Math concepts appear in counting chants, such as tallying group preferences or recognizing patterns in claps and movements.^[22] Activities adapt to age groups for developmental appropriateness. For toddlers, sensory songs emphasizing touch and sound, like "Itsy Bitsy Spider" with hand gestures, support motor and auditory exploration.^[23] For preschoolers, problem-solving discussions address classroom issues, such as resolving conflicts through group brainstorming or puppet role-play.^[17] A typical session progresses sequentially to maintain engagement: it begins with a welcoming greeting or song to gather the group, transitions to the main activity like a discussion or story, and concludes with a closure such as a goodbye rhyme to signal transition.^[20]

Educational Value

Benefits

Circle time offers significant social-emotional benefits for young children by fostering a sense of community, empathy, and conflict resolution through shared group experiences, such as greetings and discussions that encourage mutual respect and emotional expression.^[4] Research indicates that participation in circle time improves peer relationships and prosocial behaviors, with studies showing reduced internalized emotional difficulties and enhanced listening skills among primary school children, outcomes applicable to early childhood settings. In one qualitative study of a Brazilian kindergarten, circle time created a safe space for children to build empathy and express feelings, strengthening teacher-child bonds and overall social competence.^[24] Cognitively, circle time enhances listening, vocabulary, and turn-taking skills through interactive elements like chants, storytelling, and discussions, promoting active engagement and language development.^[4] Empirical evidence from preschool programs demonstrates that structured circle time activities, such as those in Beyond Centers and Circle Time curricula, lead to measurable gains in cognitive processing and expressive language abilities, with children showing improved communication and problem-solving capacities.^[25] Teachers report that these sessions help children practice expressing ideas clearly, contributing to better concentration and decision-making skills over time.^[26] In terms of classroom management, circle time establishes predictable routines that reduce transition anxiety and promote inclusivity by involving all children in a shared structure, leading to smoother daily operations and greater cooperation.^[4] Studies highlight decreased behavioral issues and improved rule compliance during and beyond circle time, as the format encourages group cohesion and equitable participation.^[26] Long-term, regular circle time participation is linked to enhanced self-regulation and intrinsic motivation in early learners, with research from programs using circle-based games showing sustained improvements in behavioral control and emotional well-being. The National Association for the Education of Young Children (NAEYC) emphasizes that such practices, rooted in developmentally appropriate activities, support ongoing social-emotional health and academic readiness by building foundational skills like collaboration and self-esteem.^[27] Froebel-inspired approaches, which incorporate circle time for group harmony, have been associated with lasting gains in social competence, as evidenced in historical and modern implementations of play-based education.^[2]

Challenges and Adaptations

One common challenge in circle time is maintaining children's attention in large groups, where extended sitting periods often lead to off-task behaviors and disengagement, particularly during passive activities like calendar discussions.^[20] Over-structuring can exacerbate stress, as rigid formats may overwhelm young learners with limited self-regulation skills.^[28] Additionally, shy or introverted children may feel excluded, avoiding participation due to social anxiety, while neurodiverse children, such as those with ADHD or autism, face heightened difficulties; for instance, children with ADHD struggle with focusing and conforming to group expectations,^[29] and those with autism exhibit lower engagement rates compared to other preschool routines, often due to social proximity and abstract demands.^[30] Research critiques highlight these issues, particularly in diverse classrooms, where traditional full-circle formats can marginalize children who do not fit the expected participation model and lead to behavioral disruptions or exclusion.^[4] The National Association for the Education of Young Children (NAEYC) notes that large group circle time often fails to meet varied developmental needs, recommending a shift to smaller groups of 4-6 children for improved engagement and individualized attention, as this allows tailoring to interests and reduces disengagement in inclusive settings.^[4] Studies confirm that children with autism are least engaged during circle time compared to other preschool activities, underscoring the need for reevaluation in neurodiverse environments.^[30] To address these challenges, educators employ adaptation strategies such as flexible formats, including semi-circles or splitting sessions into shorter 5-7 minute segments to minimize sitting time and incorporate movement breaks like jumping jacks for refocusing.^[20] Individualized supports, such as visual cues for participation and positive reinforcement (e.g., immediate praise for joining), help children with ADHD maintain focus and build confidence.^[29] For shy children, offering choices in involvement reduces pressure, while sensory-friendly props like fidget toys or cushions accommodate neurodiverse needs.^[19] Inclusive modifications further enhance accessibility, tailoring activities for cultural diversity through multilingual prompts, such as greetings in multiple languages, and incorporating stories from varied backgrounds to foster belonging.^[19] For special needs, Universal Design for Learning (UDL) principles guide adjustments like alternative seating options (e.g., standing or edge positions) and visual supports to promote equity without isolating participants. These approaches ensure circle time supports rather than hinders diverse learners. As alternatives, modern settings increasingly adopt small group rotations or hybrid models, blending brief whole-group introductions with targeted small-group interactions to boost participation and address engagement gaps more effectively than traditional circles.^[4]

References

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Circle Time is a teaching strategy which allows the teacher to explore issues of concern. Also, it allows children to explore and address issues which concern ...
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Apr 18, 2018 · Circle time: An exploratory study of activities and challenging behavior in Head Start classrooms. Early Childhood Education Journal, 38(6),.
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Oct 28, 2024 · Circle time is an activity that occurs in all Swedish preschools and that has long historical roots (Rubinstein Reich Citation1994). It occurs ...
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A board-certified music therapist with over 35 years of clinical experience examines the challenges of managing behavior in circle time groups of young ...
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May 24, 2019 · Known by many names, including 'group time' and 'meeting time', circle time has significant meaning in the early years. In my dissertation ...
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The teacher can implement bean bags, sticks, dances, and more to help the children become proficient in the processes. Fun, Stamina, and Physical Education
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In this column, readers will learn how three popular practices—circle time, free play, and field trips—originated and how they can continue to be used ...
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The focus of the research is circle time, a widely used method in Irish primary schools. It involves children sitting in a circle with their teacher using ...
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Aug 14, 2018 · Circle time is a common routine in the preschool classroom. How can teachers use this whole-group time to develop young children's mathematical thinking?
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### Challenges During Circle Time for Children with ADHD