Circle-time is a way of supporting children and enhancing self-esteem, of making a safe environment in which to take risks, to explore feelings, to discuss conflicts in a non-blaming, non-punitive way and a process that encourages children to believe that they are worthwhile people.

It is a time to foster a caring group feeling where each member is valued and valuable, where each child gets a chance to speak and more importantly a chance to be listened to. Circle-time is a time for children to discover more about themselves, their strengths, feelings, preferences, as well as discovering more about their peers. It is accomplished by affirming the positive attributes of self and others. It is a time when children find out more about themselves, what they are capable of and how they relate to one another.

There are lots of serious, lively discussions where feelings are discovered, explored and accepted. Children come to realise that if they understand themselves, it will help them to understand others better. The value of co-operation and friendship is examined and emphasised using practical activities so that children (and the teacher) are involved in experiential learning.

Circle-time is aimed at developing the unique potential of each individual, of looking at their social and emotional growth and nurturing this within a caring group environment. Circle-time provides the person-centred setting that allows for the development of communication systems built on respect for every person in which healthy positive relationships can flourish.

Children need to acquire the necessary social skills to enable them to live and work together in a harmonious atmosphere. Many children seem to acquire these skills naturally but some children come to school without them, which can lead to inappropriate interactions with the people they meet. This affects their work and can affect the academic progress of a whole class. Social skills can be taught to children and practised in the safety of circle-time. Research demonstrates that learning is achieved most productively in groups where people can interact and reflect on mutual experiences.

Circle-time is also a structure for providing self-esteem enhancing activities. Many researchers have shown a positive correlation between children’s self-esteem and their academic success. Children who feel good about themselves learn more easily and retain information longer.

If you have money in your pocket, then you can afford to take risks, try new things, because even if you loose a small amount, there will still be some left. However, children with low self esteem have little or no money and cannot afford to gamble as they run the risk of failing and being left with nothing.

Circle-time is a time for children to discover more about themselves, their strengths, feelings, preferences, as well as discovering more about others. This is done by affirming the positive attributes of self and others and offers mutual support to the whole group. Once children come to recognise their own emotions, they are better placed to understand those of others. During this process, isolated children are ‘joined’ in the group by the teacher acknowledging common feelings or thoughts. The group can begin to acquire the ability to look at things from another person’s point of view and use this as a practice ground for recognising that other people have different perspectives. Pupils can begin to see quiet classmates in a new light which boosts the withdrawn child’s self esteem and through non-threatening activities, games and talking pairs, confidence can grow until the child feels able to participate fully with the whole class.

Circle-times is a vehicle for exploring personal and social issues. Children need to acquire the necessary social skills to enable them to work together, communicate effectively and form positive relationships. Friends play an important part in all our lives and the skills to build and maintain friendships can be taught in a Circle-time. Problems such as playground conflicts, disruption in class and difficulties in relationships can be discussed in the safe environment of Circle-time. The possibility for finding solutions to these problems becomes achievable and as the children are part of this process, their ownership and responsibility for the outcomes empowers them, leading to success. The group has a sense of counselling itself and all gain from finding solutions to problems that are causing unhappiness.

Circle-time is a time to foster a caring group feeling where each member is valued and made to feel valuable. Sitting in a circle creates an equal environment where everyone can be seen, where each child gets a chance to speak and more importantly a chance to be listened to, and everyone is special.

Circle-time enables children to participate as listeners and speakers and facilitates the whole process of communication.