Fostering positive peer relations in the primary classroom through circle time and co-operative games

Abstract

The aim of this study was to investigate the role of co-operative games and circle time activities in fostering positive peer relations in two French Primary classrooms (N = 40). It presents French teachers' and pupils' perceptions of a set of co-operative games and circle time activities implemented within a year long study on personal, social and citizenship education and children's self-esteem. A series of semi-structured interviews were conducted with the two class teachers and a group of focus children (N = 12) throughout the year. The analysis of the data provide evidence that the co-operative and circle time activities provided a context for self-expression and led to increased empathy and understanding among pupils. Increased acceptance towards peers and fewer incidents of peer rejection were also reported.