The Value of Circle Time as an Intervention Strategy

Abstract

Literature on circle time emphasises benefits such as improved self-esteem, improvements in speaking and listening skills and social skills. However, evidence-based research is more limited and much of the available research is anecdotal. Whilst this paper does not offer a systematic evaluation of the impact of circle time on specific groups of children it does synthesise the key arguments in the literature. This paper concludes that is a need for more systematic research on the effects of circle time; particularly research that takes quantitative measures of gains in self-esteem.

Reticências: desenho metodológico de uma ferramenta diagnóstica e pedagógica promoção da segurança na criança

“…A técnica da triangulação, na compreensão do tema e desenho do instrumento, impõe a abordagem de métodos mistos a um problema (Cohen et al, 2018) sendo o abuso infantil entendido como o problema e definição, tipologias de abuso, instrumentos jurídicos, fatores de risco e de proteção, como a abordagem mista. Incluiu-se ainda nesta abordagem, o Modelo Bioecológico do Desenvolvimento Humano de Bronfenbrenner (1994), porque compreende acontecimentos como a problemática em causa, enquanto a Quality Circle Time, por sua vez, materializa uma poderosa estratégia de intervenção (Glazzard, 2016).…”

“…A Quality Circle Time é definida como uma poderosa estratégia de intervenção e pode ajudar crianças com dificuldades emocionais e sociais incentivando-as a cooperarem umas com as outras (Canney & Byrne cit in Glazzard, 2016). O facto de isto acontecer, permite à criança experienciar sentimentos de pertença conduzindo a um aumento significativo de autoestima (Glazzard, 2016), o que pode intensificar a capacidade interna e orientar para a consciência de fatores protetores, inibindo, por consequência, os fatores de risco.…”

“…Alguns autores argumentam que a Quality Circle Time melhora as competências sociais, manifestando potencial para se alastrar a questões da vida pessoal (Glazzard, 2016).…”

Empowering Children Through Circle Time: An Intervention to Promote Language Interaction in Primary Esl Classroom in Malaysia

“…Now a commonly used approach in the United States (Bruce et al, 2006), in the UK (Collins, 2011), and Ireland (Collins & Kavanagh, 2013), Circle Time is intended for young learners to develop listening skills and attention spans, promote oral communication, and teach new concepts and skills as well as to have fun (Krull, 2017). Tew (1998, as cited in Glazzard, 2016) concludes that circle time creates an emotionally safe place for pupils to explore what they think and feel. However, Circle Time is not well-known nor a well-practiced approach in Malaysia despite being highly regarded globally in the education field as one of the effective strategies to develop selfesteem in learning.…”

Tahap Pengetahuan Dan Pelaksanaan Aktiviti Perbualan Pagi Oleh Guru Prasekolah Pendidikan Khas Bermasalah Pembelajaran (PPKBP) (Preschool Special Education with Learning Disabilities (PPKBP) Teachers' Knowledge and Practice of Morning Circle Activity)

“…(CASEL 2014, Jones & Bouffard 2012, Cremin 2012. Kajian (Glazzard 2016) juga menyatakan latihan kepada guru perlu ditambah supaya guru dapat melaksanakan aktiviti perbualan pagi dengan lebih baik. Ini bermakna guru memerlukan latihan secara berteruskan dalam meningkatkan profesionalisme mereka.…”