Can Circle Time in the Foundation Stage Support the Early Learning Goals for Personal, Social and Emotional Development? by Fiona Wood
A dissertation submitted to the University of Bristol in accordance with the requirements of the Degree of Master of Education in the Graduate School of Education? By Fiona Wood?? September 2001
“Curriculum Guidance for the Foundation Stage” (QCA 2000), establishes a distinct identity for the stage of learning that takes place from age 3 to the end of the reception year. ?The guidance recognises that the key to progress in all areas of learning lies in successful personal, social and emotional development (PSE).
This study begins with a discussion of PSE development and its theoretical underpinnings within the context of the Foundation Stage.? The practical focus of the research explores appropriate ways to support PSE in the early years setting, particularly using Mosley’s Quality Circle Time model.
A study was designed in which a class of 20 reception class children, aged 4-5, experienced a weekly 30 minute Circle Time session.? Their changes in PSE development were monitored before, during and immediately after the ten-week intervention period.? The data was collected using: “A process-oriented child monitoring system for young children”, (Laevers et al 1996); “Draw and Talk” assessments, (Wetton and Williams 2000); child observations and questionnaires to parents.
A discussion of the results showed how a classroom management approach which centres on Circle Time, alongside an approach to classroom organisation that promotes active independent learning, significantly contributes to PSE development across all areas of the PSE Early Learning Goals outlined in QCT (2000).? The perspectives of the children, my colleagues and myself are explored and the study ends with recommendations arising from this small-scale project.
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