Eric Holschbach
University of Wisconsin – La Crosse Manitowoc
Learning Community
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Student Population – 11 students
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Setting – Kindergarten classroom
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Duration – 2 month period
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Activities – At least four times per week
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A group of people in a circle communicating
ideas by various methods.
All members are allowed to contribute
Peoples thoughts and felling are respected
and valued
Not only limited to students
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To see how implementing circle time
activities in the kindergarten classroom
effects student behavior:
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Self Concept/Self Worth
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Building Community
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Socially and Emotionally
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Student Surveys (Pre and Post)
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Teacher Questionnaires (Pre and Post)
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Negative social and emotional occurrence
tally sheets (Pre and Post Implementation)
Daily Reflection Notes
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How children perceive themselves often
transfers over to their academic and social
success (Brokenleg & Van Bockern, 2003)
Children who lack self-esteem often lead
lives that distance themselves from the
community (Brokenleg & Van Bockern, 2003)
Circle time produced significantly higher
improvements of children’s self-worth & selfesteem (Miller & Moran 2007)
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Children also begin to become good listeners
(Kriete, 2003)
Allows children to have a voice and it is heard
and respected among community members
(Kelly, 1999).
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Close bonds and friendships are formed
during circle activities (Moss & Wilson, 1998)
Gives children the opportunity to express
themselves in front of others who rarely talk
(Kelly, 1999)
Provides the opportunity to model
appropriate skills that make their classroom a
kind and caring community (Kriete, 2003).
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Allows children to feel a sense of security and
belonging (Kriete, 2003)
Children are valued and respected by fellow
classmates (Kriete, 2003)
Children stand up for themselves and other
classmates because they feel a sense of
ownership to the circle of friends (Mirsky,
2004)
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Has a positive change on behavior of children
with emotional and social behavior difficulties
(Canney & Bryne, 2006)
Reduced aggressive and impulsive behaviors
of students (Canney & Bryne, 2006)
Greater appreciation for cultural differences
decreasing negative behaviors (Tew, 1998)
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Improved social interactions of students
(Canney & Byrne, 2006)
Helped improve behavior management inside
and outside the classroom (Kelly, 1999)
Some children with severe emotional and
behavioral difficulties did not take the circle
time activities seriously (Canney & Bryne,
2006)
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How will circle time implementation in a
kindergarten setting affect behaviors in the
classroom?
Will these daily meetings improve student’s
self-concept and build community within the
classroom?
Will this community involvement carry over
into real-life situations outside the
classroom?
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Took place in 2010 at an Early Childhood
Center
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5 year old kindergarten
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6 boys and 5 girls
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8 Caucasian and 3 Hispanic Students
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Lasted 9 weeks
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Students engaged in various role play
scenarios
Social and emotional behaviors were modeled
Each student had opportunity to participate
or contribute to each activity
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Discuss experiences from their weekend
Modeling and discussion of a specific problem
scenario involving friendship skills
such as:
(a) how to be a good friend by taking turns
(b) thinking about how others feel
(c) including everyone
(d) using kind words
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A one word share from each student
regarding their feelings that day
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Students identified their type of emotion as
either a good feeling or a bad feeling.
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The modeling lesson that followed the one
word share targeted students’ abilities to
identify their emotions, control negative and
positive impulses, and to empathize with
their peer
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A problem solving scenario to discuss and
role play with a partner
Scenarios were chosen based on the ill use of
manners and inappropriate behaviors
These circle time lessons allowed students to
model and discuss positive ways to improve
classroom citizenship and the community as
a whole
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School wide Second Step® program
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Engages students in discussing:
 Social and emotional feelings,
 Empathy
 Building relationships.
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These violence prevention activities focused
around helping children with behavioral and
social and emotional needs at school and at
home
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Pre and Post Student Surveys
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Pre and Post Teacher Questionnaires
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Negative social and emotional behavioral tally
sheet (before and during implementation)
Daily Reflection Journal - Classroom
Atmosphere
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27.3% increase in number of students
responding that classmates made them feel
happy
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36.4% increase in the total amount of
students who stated classmates were happy
when talking or playing with them
18.2% increase in students that felt happy
when entering the classroom
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An increase of 36.4% of students expressed
they felt happy in circle
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27.2% increase in observations of students
talking positively about themselves on a daily
basis
36.4% increase of students talking positively
about other classmates on a daily basis
27.3% increase in observations of students
exhibiting warmth and compassion towards
classmates and the teacher
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18.1% increase in observations of students
playing with others inside the classroom
27.3% increase in observations of students
having many close friends in the classroom
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18.2% increase in observations of students
having very few social problems at school
9.1% decrease in observations of students
having very few emotional problems while at
school
A 9.1% decrease in percentage of students
categorized displaying aggressive behavior
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Occurrences decreased 0.5 occurrences per
day with the implementation of circle time
activities
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During the 8th week occurrences per day
increased, rising over the baseline average
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Baseline averaged 6.3 occurrences per day
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During implementation it averaged 5.8
occurrences per day
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Classroom atmosphere showed positive signs
of loving, caring and respectful behaviors
Examples:
◦ students helping other classmates up after falling
on the playground
◦ taking turns
◦ using good manners, such as saying please and
thank you
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Did not clearly show an effect on students,
either socially or emotionally – inconclusive
At times, positive effects related to selfconcept, building community and social and
emotional behaviors
Students felt safe and happy around peers
during circle time
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Overall increase in percentage of students
exhibiting warmth and compassion of
classmates and teacher
Increase in the overall percentage of children
playing with others
An increase in the overall percentage of
students forming friendships
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A slight increase of emotional issues of
students
Negative behaviors decreased .5 occurrences
per day throughout implementation
In the 8th week of implementation the # of
negative occurrences rose above the baseline
average (not sure why)
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Not being able to control if every child
participated in the action research study
Outside factors – child’s home life
◦ Sleep
◦ Food
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Comfort level the student felt towards
teachers and other classmates
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Circle time “helped more than it hurt”
Students learned a lot about themselves and
others
It decreased negative behavioral occurrences
Helped in forming friendships and increased
self worth.
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The classroom atmosphere improved socially
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Multiple caring comments were overheard
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Slightly decreased aggressive behaviors
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Emotional problems increased slightly