Enhancing Circle Time for the Very Young: Activities for 3 to 7 Year Olds to Do before, During and after Circle Time
Publication Year: 2006
Written for anyone using Circle Time with 3 to 7 year olds, this book sets out strategies and activities for making the most out of Circle Time sessions. Pre and post-activities are included, to encourage children to focus on the content of Circle Time as a way of sharing their work, ideas and thoughts. The book provides 11 different themes that can be linked to PSHCE, ranging from Caring for Others to Keeping Safe. Each theme provides: o aims o Circle Time activities o Draw and Talk o follow-up activities and suggestions for display o resources o reflections and evaluations. Margaret Collins is a former headteacher of an infant and first school, and the author of the hugely popular 'Circle Time for the Very Young'. ...
- Front Matter
- Back Matter
- What You Get in This Book
- Draw and Talk
- How to Organise Draw and Talk
- The Themes
- Theme 1: Relationships
- Theme 2: Caring for others
- Theme 3: Being Fair
- Theme 4: Rules, Risks and Taking Care
- Theme 5: Keeping Safe
- Theme 6: Keeping Safe in the Sun
- Theme 7: Travel to School
- Theme 8: Caring for the Environment
- Theme 9: Water
- Theme 10: Celebrations
- Theme 11: Pets and other Animals
© Margaret Collins 2003
Reprinted 2004, 2006
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
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The right of the author to be identified as Author of this work has been asserted by him/her in accordance with the Copyright, Design and Patents Act 1988.
Paul Chapman Publishing
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Commissioning Editor: George Robinson
Editorial team: Wendy Ogden, Mel Maines, Sarah Lynch
Illustrator: Marilyn Jones
Designer: Helen Weller
Printed on paper from sustainable resources
Printed in Great Britain by Cromwell Press Ltd
I acknowledge permission by Cancer Research UK (formerly Cancer Research Campaign) to include the original research of children's perceptions of keeping safe in the sun.
My thanks to:
Noreen Wetton and colleagues at the Health Education Unit of the Research & Graduate School of Education, University of Southampton who are an inspiration.
George Robinson who helped with suggestions to expand my original ideas for this book.
Emotional Literacy Skills[Page 102]
Children aged 3 to 7 are learning about and practising the skills of:Citizenship
- understanding the importance of fairness for all
- knowing the difference between good and bad, right and wrong
- being able to recognise and make safe choices
- understanding the need for rules
- knowing how to behave in various situations
- becoming aware of different groups, communities and cultures
- understanding the importance of respecting their own and other people's property
- recognising that boys and girls can both do the same tasks
- recognising the difference between accidental and purposeful hurting
- beginning to understand what trust and reliability mean.
- listening to others
- sharing personal thoughts and feelings asking and responding to questions asking for and giving permission taking part in discussions.
- collaborating and working co-operatively
- co-operating in work and play sharing, taking turns.
- being able to put themselves in someone else's place
- understanding the roles of others
- identifying feelings of others
- understanding that other people have needs and being sensitive to these needs
- being able to value other people's achievements
- respecting other people's needs, feelings and opinions.
- caring for plants and animals
- recognising the importance of keeping the environment safe and their role in this
- valuing natural resources and knowing that they are limited.
[Page 104]Keeping Safe
- selecting vocabulary to express feelings
- developing and using vocabulary to describe feelings
- identifying feelings by developing appropriate vocabulary
- owning and reflecting upon feelings
- managing feelings and talking about the feelings of others
- dealing positively with own and others' feelings
- know that their behaviour affects others.
- knowing that they need food, exercise and rest
- maintaining personal hygiene
- recognising risks to safety of selves and others
- knowing that there are places and people that are safe and where to get help
- knowing how to say ‘no’ when things are not right
- knowing how to ask for help from adults
- following simple safety rules and instructions
- knowing when to keep a secret and when to tell.
- reflecting on own behaviours
- reflecting on outcomes of own and others' actions.
- being able to make new friends and cope with losing friends
- recognising the value of friends and of being a good friend
- sharing friends
- recognising that friendships can change
- knowing their special people, their special roles and responsibilities
- beginning to accept everyone as an individual – unique and special
- recognising that their choices and behaviour affect others
- knowing what bullying is and what to do about it.
- recognising what responsibility means
- performing simple tasks independently
- taking some responsibility for self and others in school/family
- knowing what is important when making choices
- caring for pets
- making informed choices.
- feeling good about themselves and proud of achievements
- knowing what they are good at
- wanting to do well
- recognising their own positive qualities
- making the most of opportunities and talents
- persevering and overcoming difficulties
- being able to accept that they may make mistakes and learn by them
- setting simple targets for themselves
- becoming increasingly confident with new people and situations
- being confident when expressing opinions
- recognising their likes and dislikes.
Resources[Page 106]1995) Keeping Safe – safety education for young children, Forbes Publications LtdLondon.(1997) Keep Yourself Safe – an activity based resource for primary schools, Lucky Duck Publishing Ltd, Bristol.(1998) Let's get it Right for Nursery Children, Forbes Publications Ltd, London.(1998) Researching Nursery Children's Awareness of the Need for Sun Protection: Towards a new methodology. Health Education Vol.98, Iss 4. http://dx.doi.org/10.1108/09654289810219240, & (2001) Because We're Worth It, Lucky Duck Publishing Ltd, Bristol.(2001) Circle Time for the Very Young, Lucky Duck Publishing Ltd, Bristol.(DfEE (2001) Promoting Children's Mental Health within Early Years and School Settings,1998) Hand in Hand – Emotional Development through Literature, Progressive Printing Ltd., & (1994) It's good to be different – stories from the Circle, Lucky Duck Publishing Ltd, Bristol.(Qualifications and Curriculum Authority (1999) The National Curriculum Handbook –for primary schools.1995) Celebrations, Lucky Duck Publishing Ltd, Bristol.& (1998) Ourselves Resource Pack (Watch), BBC Educational Publishing, London.& (1999) Birth, Care and Growth Resource Pack (Watch), London, BBC Educational Publishing.& (1999) Picture This – Guided Imagery (CD and booklet), Lucky Duck Publishing Ltd, Bristol.(
About the Author[Page 107]
Margaret Collins is a teacher and former headteacher in infant/first schools. She is now Visiting Fellow, Research and Graduate School of Education at the University of Southampton. She researches children's perceptions of health education topics, writes and co-writes teaching materials for children and books and articles on health education.