What Happens During Circle Time in Preschool Classrooms? Structure and Learning Content

• In Event: Values of Play in Interdisciplinary Context

Abstract

Circle time is a ubiquitous component of early childhood classrooms. Yet, there is limited understanding of the activities and content that comprise this instructional context. We used inductive and deductive approaches to examine circle time instruction in a purposive sample of preschool classrooms where children made higher and lower language gains to describe a framework for characterizing circle time practices. We observed important differences in the ways that circle time was structured and the content addressed between the groups of classrooms. This study is a first step in identifying differences across classrooms that may be supportive of children’s language learning and has important implications for how we support teachers to enhance their practices to improve children’s learning during circle time.

Authors

• Rachel E. Schachter, University of Nebraska - Lincoln
  Presenting Author

• Clariebelle Gabas, University of Nebraska - Lincoln
  Non-Presenting Author

• Paige Wernick, University of Nebraska - Lincoln
  Non-Presenting Author