The purpose is to study children’s participation in two different circle times. The theoretical starting points consist of the socio-cultural theory and the developmental pedagogy theory. Developmental pedagogy emerged from empirical studies where there was a dynamic interplay and close cooperation between children, teachers and researchers. Data collection methods are: video recording/observation using a digital video camera and interviews with children in the form of talk about questions based on the videotaped circle time context. What are the differences between the two circle times? The study shows that children were participation to varying degree in circle activities. In circle 1 the theme was not problematized and the children did not understand the aim of the task. The children were less participation in the activity. In circle time 2 pre-school teachers try to take the content and theme a step further and arouse the children's interest. The children were participation in the activity and the theme could also further develop. Circle time 2 shows that it is possible to turn the child's spontaneous questions, play, and imagination into a learning opportunity and involve the children in the activity. This was not seen in circle time 1. Play and learning activities constitute an educational model for work in preschool classes and the circle times. In practice, the good preschool teacher with knowledge of learning plays an important role in the preschool class in promoting children's learning and development in a pleasurable way.
| Published in | International Journal of Elementary Education (Volume 3, Issue 4) |
| DOI | 10.11648/j.ijeedu.20140304.12 |
| Page(s) | 98-104 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Circle Time, Learning, Participation, Pre-School Class, 6-Year-Old Children
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APA Style
Agneta Simeonsdotter Svensson. (2014). Circle Time in Pre-School Class: A Study about Sex-Year-Old Children and Their Experiences of Participation in Two Different Circle Times. International Journal of Elementary Education, 3(4), 98-104. https://doi.org/10.11648/j.ijeedu.20140304.12
ACS Style
Agneta Simeonsdotter Svensson. Circle Time in Pre-School Class: A Study about Sex-Year-Old Children and Their Experiences of Participation in Two Different Circle Times. Int. J. Elem. Educ. 2014, 3(4), 98-104. doi: 10.11648/j.ijeedu.20140304.12
AMA Style
Agneta Simeonsdotter Svensson. Circle Time in Pre-School Class: A Study about Sex-Year-Old Children and Their Experiences of Participation in Two Different Circle Times. Int J Elem Educ. 2014;3(4):98-104. doi: 10.11648/j.ijeedu.20140304.12
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Download@article{10.11648/j.ijeedu.20140304.12,
author = {Agneta Simeonsdotter Svensson},
title = {Circle Time in Pre-School Class: A Study about Sex-Year-Old Children and Their Experiences of Participation in Two Different Circle Times},
journal = {International Journal of Elementary Education},
volume = {3},
number = {4},
pages = {98-104},
doi = {10.11648/j.ijeedu.20140304.12},
url = {https://doi.org/10.11648/j.ijeedu.20140304.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20140304.12},
abstract = {The purpose is to study children’s participation in two different circle times. The theoretical starting points consist of the socio-cultural theory and the developmental pedagogy theory. Developmental pedagogy emerged from empirical studies where there was a dynamic interplay and close cooperation between children, teachers and researchers. Data collection methods are: video recording/observation using a digital video camera and interviews with children in the form of talk about questions based on the videotaped circle time context. What are the differences between the two circle times? The study shows that children were participation to varying degree in circle activities. In circle 1 the theme was not problematized and the children did not understand the aim of the task. The children were less participation in the activity. In circle time 2 pre-school teachers try to take the content and theme a step further and arouse the children's interest. The children were participation in the activity and the theme could also further develop. Circle time 2 shows that it is possible to turn the child's spontaneous questions, play, and imagination into a learning opportunity and involve the children in the activity. This was not seen in circle time 1. Play and learning activities constitute an educational model for work in preschool classes and the circle times. In practice, the good preschool teacher with knowledge of learning plays an important role in the preschool class in promoting children's learning and development in a pleasurable way.},
year = {2014}
}
TY - JOUR T1 - Circle Time in Pre-School Class: A Study about Sex-Year-Old Children and Their Experiences of Participation in Two Different Circle Times AU - Agneta Simeonsdotter Svensson Y1 - 2014/11/20 PY - 2014 N1 - https://doi.org/10.11648/j.ijeedu.20140304.12 DO - 10.11648/j.ijeedu.20140304.12 T2 - International Journal of Elementary Education JF - International Journal of Elementary Education JO - International Journal of Elementary Education SP - 98 EP - 104 PB - Science Publishing Group SN - 2328-7640 UR - https://doi.org/10.11648/j.ijeedu.20140304.12 AB - The purpose is to study children’s participation in two different circle times. The theoretical starting points consist of the socio-cultural theory and the developmental pedagogy theory. Developmental pedagogy emerged from empirical studies where there was a dynamic interplay and close cooperation between children, teachers and researchers. Data collection methods are: video recording/observation using a digital video camera and interviews with children in the form of talk about questions based on the videotaped circle time context. What are the differences between the two circle times? The study shows that children were participation to varying degree in circle activities. In circle 1 the theme was not problematized and the children did not understand the aim of the task. The children were less participation in the activity. In circle time 2 pre-school teachers try to take the content and theme a step further and arouse the children's interest. The children were participation in the activity and the theme could also further develop. Circle time 2 shows that it is possible to turn the child's spontaneous questions, play, and imagination into a learning opportunity and involve the children in the activity. This was not seen in circle time 1. Play and learning activities constitute an educational model for work in preschool classes and the circle times. In practice, the good preschool teacher with knowledge of learning plays an important role in the preschool class in promoting children's learning and development in a pleasurable way. VL - 3 IS - 4 ER -
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