1. The Magic of Circle Time

2. Agenda Circle: The Symbol of Unity
“It’s Circle Time:” Two Differing Approaches
Expectations of Circle Time
What Children Gain from Circle Time
Successful Elements of All Circle Times
Books: The Center of Circle Time!
Quiz
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3. Symbol of Unity
The circle is an ancient, universal, and simple symbol of unity and wholeness
Circle time, as an activity for groups of children, has been around for about a century.
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4. The Circle
Since there is no ending or beginning, every individual in a circle is equal and belongs to the whole group.
The most successful circle times include acceptance, openness, and non-judgmental expression of ideas.  
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5. Classroom 1
The morning sun is shining through the window, making bright rectangular patterns on the rug in the toddler room.
Two teachers and the eight 1-and 2-year- olds in their care are enjoying each other's company as the toddlers explore the room.
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6. Classroom 2
A similar feeling of contentment permeates another toddler room at a preschool located down the street.
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7. Examine Your Assumptions
The teachers in both classrooms have different sets of assumptions about what kinds of activities are most appropriate and valuable for toddlers.
Jot down what you think their assumptions might be.
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8. It’s Circle Time in Classroom 1
Eventually, the teachers in Classroom 1 notice that the shopping play is winding down.
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9. When the teacher sits down on the carpet, the children follow suit.
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When the teacher sits down on the carpet, the children follow suit.

10. It’s Circle Time in Classroom 2
Circle time is slower to start in Classroom 2.
Promptly at 9:00 a.m., one teacher collects the puzzles; Raquan seems a little stunned when his puzzle disappears suddenly.
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11. LET’S REGROUP FOR A MINUTE….
Jot down some of the different ways the teachers in Classrooms 1 and 2 transitioned children into Circle Time.
Which classroom considered the needs of the children? Which one felt more comfortable?
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12. To a Positive Atmosphere?
What Contributes
To a Positive Atmosphere?
Use of space
Group size
Respect
Understanding and recognizing individual needs
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13. Classroom 1
Back in the first classroom, the teacher concludes the singing, as she does every day, with another "Good Morning" song in which she greets each child by name.
The second teacher joins the circle, keeping Midori in her line of sight.
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14. Classroom 2
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The two teachers have finally gathered all of the toddlers for Circle Time. One teacher sits down in her chair and begins the class "Good Morning" song.

15. Some of the other children do not respond when prompted to shake hands, however.
Each time the second teacher gives them hand-overhand assistance, the song pauses.
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16. What are the differences between the two classroom’s Circle Time?
LET’S REGROUP FOR A MINUTE….
What are the differences between the two classroom’s Circle Time?
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17. Flexible and Reasonable
Remember to Have
Flexible and Reasonable
Expectations
Attention
Power struggles
Concrete experiences
Appropriate skills
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18. Classroom 1
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19. Classroom 2
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20. LET’S REGROUP FOR A MINUTE….
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What are the differences
Between Classroom 1 and
Classroom 2?

21. Remember Your Audience
Objects to manipulate
Attention span based on age
Choices
Recognizing individual interests and needs
Closure
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22. Goals of Circle Time Toddlers
starting the activity
making it look fun
and allowing interested children to join in (O'Brien, 1997).
The focus should always be more on the pleasurable aspects of group interaction.
Preschoolers
Relate to
teaching concepts
group social skills
introducing new activities, equipment and materials
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23. What Children Gain From Circle Time
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The opportunity to learn and grow.
How to behave appropriately in a group
Everything from social skills to language to empathy…and more! 

24. Elements of a Successful
Circle Time
1. Prepare for a consistent transition into and out of Circle Time
Repetition to signal its start and end helps children learn the basics with greater ease.
Taping a circle on the floor, creating a circle of carpet squares to sit on, or placing names around the circle helps children know where they belong
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25. Timing Is Everything!
2. Length of time and group size should be appropriate
Toddlers: 5 – 10 minutes
Preschoolers:  minutes
Best practice is to limit group size to no more than 20 students 
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26. 3. Use A Variety of Techniques
Humor
Suspense
Varying voice tone and volume
Including children in the story or an activity
Choosing topics that are of interest to young children
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27. 4. Vary Topics, Themes and Stories
Over the course of a week or month, plan to touch on each area of development so children have the opportunity to learn new skills, practice developing skills, and learn more about the world.
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28. 5. Have a Back-Up Plan
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29. Books At Circle Time Selecting books Large pictures
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Selecting books
Large pictures
Invite participation
You’re familiar with or have reviewed

30. Books With Repetitive Phrases
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Chant the repetition with the teacher
Locate and identify letters, numbers, colors, 

31. Books That Require Participation
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32. Turn Any Book Into a Fun Activity
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33. Weave the Story Throughout The Curriculum
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Choose interesting picture books
Be aware of the length of the book
Be animated, show enthusiasm for the story
Use sound effects and props when appropriate

34. Other Useful Tips Work with small groups
Whenever possible, be on the floor at the children’s level
Repeat successful Circle Times
Use a related activity to transition to and from Circle Time
Be prepared to stop, shorten or change an activity that is not working
Avoid activities that require long teacher discussion or directions
Have an alternative activity available for individualization
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35. The Circle That Never Ends
A circle never ends…just like the influence of a good teacher
Think differently about how you approach this important curriculum component
Your imagination never ends – use it well!
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36. Quiz Describe a successful way to gather children for Circle Time.
Name four elements of a successful Circle Time.
Name some of the things you can do to keep the children’s interest level high during Circle Time.
What’s your favorite children’s book / story? How could you incorporate it into an active Circle Time?
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37. References
Bowman, B. T., Donovan, M. S., & Burns, M. S. (Eds.). (2001). Eager to Learn: Educating our Preschoolers. Washington, DC: National Academy Press.
Frost, J. L., Wortham, S., & Reifel, S. (2001). Play and Child Development. Upper Saddle River, NJ: Merrill Prentice Hall.
Gestwicki, C. (1999). Developmentally Appropriate Practice: Curriculum and Development in Early Education (2nd ed.). Albany, NY: Delmar.
Gonzalez-Mena, J., & Eyer, D. W. (2001). Infants, Toddlers and Caregivers (5th ed.). Mountain View, CA: Mayfield. Machado, J. M., & Botnarescue, H. M. (2001).
Student teaching: Early Childhood Practicum Guide. Albany, NY: Delmar. O'Brien, M. (1997).
Inclusive Child Care for Infants and Toddlers: Meeting Individual and Special Needs. Baltimore: Paul H. Brookes.
Piaget, J. (1962). Play, Dreams and Imitation in Childhood. New York: W.W. Norton.
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press.
Snow, C. (1998). Infant Development (2nd ed.). Albany, NY: Delmar.
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