Circle Time for Social and Emotional Learning in Primary School

Autor/inn/en	Cefai, Carmel; Ferrario, Erika; Cavioni, Valeria; Carter, Audrey; Grech, Tracy
Titel	Circle Time for Social and Emotional Learning in Primary School
Quelle	In: Pastoral Care in Education, 32 (2014) 2, S.116-130 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2013.861506
Schlagwörter	Elementary School Students; Group Activities; Teaching Methods; Social Development; Comparative Analysis; Foreign Countries; Student Behavior; Prosocial Behavior; Behavior Problems; Questionnaires; Student Attitudes; Learning Activities; Active Learning; Mixed Methods Research; Malta; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Gruppenaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Entwicklung; Ausland; Student behaviour; Schülerverhalten; Fragebogen; Lernaktivität; Aktives Lernen
Abstract	This paper discusses the findings and implications of a semi-randomised control trial study on the effectiveness of circle time (CT) on primary school students' social and emotional learning, as well as classroom teachers' and students' experience of CT. A social and emotional learning programme was delivered through CT by trained classroom teachers across the years in one primary school, with other classrooms serving as control groups. The classroom teachers completed the Strengths and Difficulties Questionnaire (SDQ) at pre- and post-intervention, while the CT teachers also completed a questionnaire on their experience of implementing CT in the classroom. The CT students also completed a questionnaire on their own experience of CT. The SDQ scores suggest that CT students showed less internalised difficulties when compared to their control peers, while the qualitative data from both teachers and students suggest that the CT students also exhibited less behaviour problems and more prosocial behaviour. The study identifies various strengths and weaknesses of the programme and makes recommendations on how it could be organised more effectively in the classroom. The paper concludes that rather than taking CT as the default option for nurturing such values as student empowerment, inclusion and equity, there is a need for further rigorous studies on the impact of CT not only on students' social and emotional learning and behaviour but also on the classroom relationships and climate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10