Getting Round to Clarity: What Do We Mean by Circle Time?

Abstract

The use of circle time is becoming increasingly widespread in this country, but what exactly it involves and should achieve is subject to a wide range of interpretations. Such a situation can make the identification of what should count as good or appropriate practice very hard to undertake. This paper describes three examples of the development of circle time in other countries. These models are used as a means of critically reflecting on practice here. Some key points raised are the importance of the relationship between theory and practice and between specific processes and their outcomes. Lack of evaluative research and adequate training are also identified as significant issues.

The Value of Circle Time as an Intervention Strategy

“…Several authors share the view that circle time offers a tool for improving the self-esteem and ultimately the learning of all pupils (White, 1989;Lang andMosley, 1993, Margerison, 1996). This seems logical given the role of self-esteem in enhancing learning.…”

“…Some writers (Housego and Burns, 1994;Lang, 1998) have examined the use of circle time from a critical perspective. Housego and Burns (1994) argue that it is necessary to examine the rationale for the use of circle time more rigorously.…”

“…(Lang, 1998: 9) Lang bases this concern not on empirical research, but on the 'gut feeling' of one educational psychologist.…”

“…This is best done in response to pupil's work or when observing the pupils during their engagement with classroom tasks. Lang (1998) argues that:…”

“…However, some writers have criticised circle time activities in schools, arguing that the content is often superficial (Housego and Burns, 1994). It has been argued that circle time in the UK is not theoretically underpinned (Lang, 1998) and some academics have argued that there is insufficient evidence to substantiate the benefits of this approach (Lown, 2002). This paper will consider the role that circle time can play in helping children with social and emotional difficulties.…”