Abstract
<p>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.</p>
Highlights
This paper discusses the role that circle time can play in helping children with social and emotional difficulties
This paper concludes that is a need for more systematic research on the effects of circle time; research that takes quantitative measures of gains in self-esteem
It has been argued that circle time is a useful intervention strategy because it can help to develop pupils’ social skills, improves self-esteem and can address the needs of pupils with behavioural difficulties (Canney and Byrne, 2006; Lown, 2002)
Summary
This paper discusses the role that circle time can play in helping children with social and emotional difficulties. It has been argued that circle time is a useful intervention strategy because it can help to develop pupils’ social skills, improves self-esteem and can address the needs of pupils with behavioural difficulties (Canney and Byrne, 2006; Lown, 2002). It has been argued that circle time can help pupils to cooperate with one another and leads to improvements in pupils’ speaking and listening skills (Housego and Burns, 1994).
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