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This study focusses on the curricula event of the Swedish preschool programme called circle time. The chief question addressed in the study was: "What actually happens during circle time, and what are the implications for the participants?" The present study can be defined as a process-analytic study of the social and educational content of circle time, where an attempt is made to integrate structural, group and individual perspectives. The main empirical data contains observations through video-taping of circle time in five groups in different day-care centres and so-called 'stimulated-recall' interviews with staff and children.The results indicate that circle time is both a ritual and meeting. To the staff circle time corresponds to a need for structuring activities and indicating obvious changes during the day. Circle time also makes it manifest that something is being done, involving a legitimation and also an opportunity to appear before others and be acknowledged. To the children, circles can be an asset entailing affirmatory meetings, but also a restraint where discipline and coercion are prevalent. The person conducting circle time is facing a number of dilemmas which are resolved by resorting to different strategies.