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Peace as a value makes sense when there is no war. Peace is living in harmony and not fighting others. Peace is a calm and relaxed state of mind. By reflecting on the full and serious meaning of peace, new and creative ways can be found to facilitate people's understanding of friendship and cooperation. It is important to teach peace in these ways in early childhood. Circle time, also called group time, refers to any time when a group of people, usually young children, sit together for an activity in which everyone is involved. This study is about how to introduce peace to kindergarten students as a circle time practice. Peace as a value is included in the twelve living values. Peace as a philosophy and value is the practice of not being hostile to each other in the education of friends. It is based on the expression of feelings and thoughts by a large number of participants, especially at a young age. The circle time practices developed by Mosley (2006) are practiced all over the world at all levels of education, especially in kindergartens. Circle time practices are structurally democratic. Opinions are expressed in turn. Each participant should respect each other's opinions. In this study, the circle time practice was outlined and four activities that can be used in peace education were introduced. The effects of the practices on different age groups are suggested for future research. [ABSTRACT FROM AUTHOR]

This study builds on the increasing evidence that the multimodal nature of adult-child interactions and the use of objects play an important role in early linguistic development. Most of these studies analyzed dyadic interactions at home, whereas few research has been conducted in early childhood education and care settings. In this paper, we characterized the multimodal nature of teachers’ communicative bids during classroom-based group interactions in nursery schools. Observational data of circle-time activities was collected from 16 Spanish nursery school classrooms, comprising 16 teachers and 161 children between two and three years of age. We analyzed teachers’ communicative bids (i.e., verbal utterances and verbal-gestural bids) considering the frequency of use of different types of gestures, to whom are they addressed (i.e., the whole group or a single child), the extent to which they involve the use of objects, the classroom layout, and the relationship between the communicative bids and the number of children that participated in each classroom. Teachers’ communication with toddlers is highly multimodal and rely on different types of gestures, although the use of objects in our sample was scarce. Descriptive analysis suggest that certain classroom layouts may favor teachers’ use of some types of gestures over others. In this article, we discuss the implications of both the use of objects and space for understanding how adults shape the linguistic contexts of young children, and the potential opportunities and limitations they pose for classroom interactions.

This study builds on the increasing evidence that the multimodal nature of adult-child interactions and the use of objects play an important role in early linguistic development. Most of these studies analyzed dyadic interactions at home, whereas few research has been conducted in early childhood education and care settings. In this paper, we characterized the multimodal nature of teachers' communicative bids during classroom-based group interactions in nursery schools. Observational data of circle-time activities was collected from 16 Spanish nursery school classrooms, comprising 16 teachers and 161 children between two and three years of age. We analyzed teachers' communicative bids (i.e., verbal utterances and verbal-gestural bids) considering the frequency of use of different types of gestures, to whom are they addressed (i.e., the whole group or a single child), the extent to which they involve the use of objects, the classroom layout, and the relationship between the communicative bids and the number of children that participated in each classroom. Teachers' communication with toddlers is highly multimodal and rely on different types of gestures, although the use of objects in our sample was scarce. Descriptive analysis suggest that certain classroom layouts may favor teachers' use of some types of gestures over others. In this article, we discuss the implications of both the use of objects and space for understanding how adults shape the linguistic contexts of young children, and the potential opportunities and limitations they pose for classroom interactions. [ABSTRACT FROM AUTHOR]

The development of increasingly sophisticated technology should be utilized as a medium for educational innovation. One of the technologies currently being developed is virtual reality which provides a real experience to its users. This study describes the analysis, design, development, and validation of virtual reality technology-based learning materials for early childhood education students' comprehension of classroom management content utilizing the Circle Time model. Three teachers and three experts, including media, early childhood, and circle time experts as product validators, participated in this research approach's two-year analysis, design, and development phases. The ADDIE model was modified for use in this process. Afterward, quantitative and qualitative data analysis was done on the information gathered through surveys and conversations. Based on the findings of the expert assessment, it can be concluded that learning media for the "Circle time management" based on virtual game reality can be created by adding components of innovative pedagogy such as experiential learning, computational thinking, embodied learning, multiliteracies, and gamification. [ABSTRACT FROM AUTHOR]

This study aims to analyse communication skills through Circle time activities implemented in a private preschool in the state of Selangor. The study employs qualitative approach and adopts case study designs. The purposive samples involved in this study were two 5-year-old boys with their mothers and 5 years old class teacher. The research method that has been implemented is observation and semi-structured interview. The researcher used the thematic analysis method to analyze the research findings and several themes emerged were interactive activities and child-centered activities. Interactive activities such as story-telling, play based learning, and asking questions are activities that teachers practice every morning. The child-centered activities such as question and answer and play based learning activity are important to improve communication skill for children. The implications from this study can help the teachers, parents and kindergarten in adopting the Circle time activities to improve the development of children’s language and communication skills.

Circle time is commonplace in traditional preschools, yet there are few references to the practice in Montessori’s writings or in major Montessori organizations’ and teacher education standards. This article investigates whether circle time is frequent in Montessori 3–6-year-old classrooms using data from a widely distributed Qualtrics survey. The results, from 276 respondents spanning all 50 states, provide insight into the circle time practices of United States-based preschool Montessori teachers, also known in Montessori classrooms as guides. We present novel information regarding circle time duration and frequency, types of circle time activities, Montessori guides’ circle time training and planning, whether children’s circle time attendance is free choice or compulsory, and the nature of circle time in programs associated with Association Montessori Internationale versus American Montessori Society. Results revealed that 92% of survey participants have circle time every day or most days; most participants hold circle time for 20 minutes or less; the most common circle time events were show-and-tell, calendar work, vocabulary lessons, Grace and Courtesy lessons, read aloud discussions, dancing and movement, snack time, general conversation, read aloud (stories), and birthday celebrations. We found that many of the most frequent circle time activities do not align with children’s preferences, teacher preferences, or Early Childhood best practices. Our work invites Montessorians to engage in the work of reconstructing the traditional practice of circle time to better align with Montessori hallmarks of choice, development of the will, and joyfulness.

This study aims to analyse communication skills through Circle time activities implemented in a private preschool in the state of Selangor. The study employs qualitative approach and adopts case study designs. The purposive samples involved in this study were two 5-year-old boys with their mothers and 5 years old class teacher. The research method that has been implemented is observation and semi-structured interview. The researcher used the thematic analysis method to analyze the research findings and several themes emerged were interactive activities and childcentered activities. Interactive activities such as story-telling, play based learning, and asking questions are activities that teachers practice every morning. The child-centered activities such as question and answer and play based learning activity are important to improve communication skill for children. The implications from this study can help the teachers, parents and kindergarten in adopting the Circle time activities to improve the development of children's language and communication skills. [ABSTRACT FROM AUTHOR]

Il presente lavoro si configura come una riflessione sulla necessità di promuovere, sin dai primi anni di vita, percorsi educativi finalizzati alla cura – e alla formazione – del pensiero comunitario. A tale scopo viene messo in evidenza come il carattere ludiforme dell’esperienza educativa possa consentire all’alunno di “coltivare” il proprio potenziale neotenico. In un’ottica di ecosostenibilità, ci si chiede perciò in primo luogo quanto segue: è possibile educare, a partire dalla scuola, alla riflessione condivisa e al pensiero democratico? Che ruolo gioca in tale prospettiva il gioco? È possibile agire i dispositivi pedagogici a partire da una co-gestione consapevole dei relativi setting? E che nesso sussiste tra dinamiche di sviluppo, assetto disposizionale dei corpi e nuove forme di contatto? Si tratta di quesiti originari che situano il lavoro al confine tra diversi saperi, chiamando in causa non solo la pedagogia – e le teorie del gioco – ma anche l’architettura e l’ecologia.

The present study was designed to intensify student vocabulary building through circle time in Early Childhood Education. All Government students district Lahore kindergarten school were the population of the study. Multistage sampling technique was used to select 25 students from the target population. Researcher designed activities measured vocabulary through circle time with the participants. The fundamental research question that guided the present research study was the intent to identify the highly effective kindergarten activities that facilitate student learning from circle time building vocabulary. Vocabulary was measured with pretest and post-test results. The data was analyzed by One Sample T-test with use of activities as treatment to diagnose student vocabulary errors. The results of the study revealed that circle time is a great technique to build vocabulary of students. Significant results support circle time use in communicative activities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

According to the necessity to develop scientific literacy from early ages, the aim of this work is to explore scientific discourse of 5 years-old children at circle time during a didactic sequence related to their ecological school garden. To get those achievements, an emergent-cathegories system has been stablished by the analysis of transcriptions obtained from four circle time registrations, being this system agreed by experts. Results show that 5 years-old children contributed with data and information to the discourse (in a 31,6% of the cases), they supply knowledge schemata (in a 39,8% of the cases), they offer arguments on the shared schemata (in a 24% of the cases) and, in a less measure, they build initial explaning models (in a 4,6% of the cases). In relation to knowledge schemata that are built in this context, they are about the necessary elements in the garden (light, earth, water, soil or depth), and they allow to visualize and to infere the initial explaining models handled by the children at that age. In conclusion, results show evidences respect to the capacity of developing scientific competence from early years as well as the suitability of the use of ecological school garden as a context to promote cognitive-linguistic skills which influence on scientific knowledge construction. [ABSTRACT FROM AUTHOR]

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite its ubiquity in junior classrooms, the use of the mat as a pedagogical strategy is surprisingly under-researched. Little is known about when and how it is used, its purpose, and perceived learning outcomes. The current study included 296 anonymous responses from Year 2 teachers in New Zealand primary schools. Results showed that children spent between one and two hours on the mat each day, in blocks of 10-20 minutes. Perceived learning outcomes included social understanding and a sense of group cohesion. However, the types of activities that would promote this type of outcome were not frequently used, which suggests that there may be a disconnect between perceived learning outcomes and dedicated activities. Teachers must carefully examine typical mat time activities in order to evaluate whether or not they achieve what they set out to accomplish. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article addresses the possibly contradictory relationship between children's right to participate and ritualized circle time. It presents an analysis from an arts-based research inquiry within self-study, conducted during circle times in multicultural kindergartens (children aged three to six). The focus of the analysis is aspects of the ritualized song circle time that might enhance or undermine children's right to participation. Examples from videotaped material and interviews with kindergarten teachers are presented in the context of Small's (1998) and Dissanayake's (2008, 2014) notions of ritual, and of Bae's (2009) and Eide et al.'s (2012) understandings of children's participation. Results indicate that a structured and ritualized song circle time enhances children's participation in a multicultural kindergarten.

Well-being indicates that one is doing well emotionally and feeling comfortable with oneself as a person. A low level of well-being signals that a child is not succeeding in fulfilling his/her fundamental needs, such as eating, being hugged, physical contact, a more or less predictable environment, feeling accepted and feeling like he or she is a ‘good’ person. An involved child concentrates his/her attention on a specific focus, wants to continue the activity and to persist in it and is rarely, if ever, distracted. In this qualitative research, we focus on the well-being and involvement levels of children according to circle time activities and on how teachers react when children have low levels of well-being. The data consist of observations covering a total of 76 children from five different classes and focus-group interviews with seven teachers from these classrooms. The questions for the focus-group interview were prepared by the researchers. The tool focuses on two central indicators of quality early-years provision: children's ‘well-being’ and ‘involvement’. The findings show us that teachers consider body language, facial and verbal expressions to be the main criteria for well-being. Children's involvement is considered to be built on both motivation and the impulse to explore. From the observation findings, we could see the children's state of well-being with the ‘relaxation & inner peace’ indicator and that children mostly showed their involvement by exhibiting motivation in their work. [ABSTRACT FROM AUTHOR]

This research consists of the presentation and analysis of focus group data obtained from a non-probability sample of foundation phase teachers from a primary school in a middle-class community on the Cape Flats. Like other communities in this area, the ordinary citizen is subjected to constant territorial gang wars, with the ever-present danger of being caught in the sudden crossfire of a violent uprising. Violence exists not only on the boundaries of school children’s areas, but also intrudes into the schools, including the school playground. Cognisant of the difficulties of teaching and learning in a perpetually unstable environment, a local non-profit organisation, Think Twice, provides training programmes in life skills in a pilot project called Circle Time to schools. Prior to this study, the programmes had not been evaluated. Think Twice consequently committed itself to researching programme effectiveness and to involve the teachers who are presenters of the programmes as co-researchers in the generation of data. Using a participatory design, the research aims to: 1) identify the precise need for life skills programmes in schools; and 2) institute relevant changes to the programmes in collaborative action. The researcher-facilitator is a representative of the organisation which designs and provides the training programmes.