Rethinking Circle Time
Rethinking Circle Time
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Circle time is one of the most common routines in early learning classrooms. We picture children sitting in a perfect circle, hands in their laps, listening attentively. But if we step back and view it from the child’s perspective, does this picture make sense?
For many young children, long group times feel restrictive. Their bodies want to move, their ideas want to spill out, and their attention spans are still developing. A child-centred approach asks: How can we make circle time work for children, instead of asking children to work for circle time?
Keep it Short and Purposeful
Keep it Short and Purposeful
Instead of stretching circle into a long meeting, aim for small bursts of gathering that actually fit children’s developmental rhythms. Five minutes of singing, sharing, or storytelling can often be more meaningful than twenty minutes of sitting still.
Make Space for Movement
Make Space for Movement
Children learn through their bodies. Invite them to stand, stretch, clap, or dance during circle. A song with actions or a game that gets them moving keeps circle time active rather than passive.
Keep it Short
Keep it Short
Instead of stretching circle into a long meeting, aim for small bursts of gathering that actually fit children’s developmental rhythms. Five minutes of singing, sharing, or storytelling can often be more meaningful than twenty minutes of sitting still.
Make Space
Make Space
Children learn through their bodies. Invite them to stand, stretch, clap, or dance during circle. A song with actions or a game that gets them moving keeps circle time active rather than passive.
Their Voices
Their Voices
Circle time isn’t only for teachers to give information. It’s a chance to listen to children. Ask open-ended questions:
“What did you notice on the way to school?”
"What’s something you’re curious about today?”
“What should we add to our play space this week?”
This shifts circle time from being teacher-directed to being co-created.
Use Small Groups
Use Small Groups
Not every gathering needs to include the whole class. Sometimes children connect better in smaller groups where their voices are easier to hear. A storytelling corner with four children can be just as powerful as a whole-class circle.
Allow Flexible Participation
Allow Flexible Participation
Some children are eager to sing and share; others prefer to listen quietly. Respecting both approaches shows children that all ways of participating are valued. And yes some days a child may prefer to step out altogether. When that’s respected, they often return willingly another time.
A Different Kind of Circle
A Different Kind of Circle
Imagine circle time not as rows of quiet children, but as a living, breathing community moment. Children sing, move, share ideas, and listen in their own ways. The gathering ends before attention wears thin, and children leave feeling heard and energised rather than restless.
Child-centred circle time is not about control, but about connection. It’s a space to celebrate children’s voices, honour their rhythms, and build a sense of community. When we design circle time with children’s needs in mind, it becomes less about managing behaviour and more about creating meaningful moments together.
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