By Penny Vine. This book was inspired by the belief that many children have little direct contact with older people, while older people’s view of children is often shaped by the media, where they are stereotyped as out-of-contol, rude or frightening. A bridge is needed. Older people and younger people need each other. This fantastic little book was created from a series of very simple circle time lesson plans created to help a school who wanted to invite older people into their circle times. Schools who are already encouraging grandparents and older people to come in and support Circle Time will testify to how quickly empathy and kindness can grow. It is very inspiring.
‘We haven’t done enough of this work. But whenever we do invite older people in – or even just the midday supervisors and admin staff – it creates a lovely atmosphere.’
Format: A4, Full colour, spiral bound, paperback, 82pp.
For essential open training courses for positive behaviour, social skills, SEAL, emotional wellbeing, self-esteem CLICK HERE.
To book Jenny Mosley for your school or early years setting CLICK HERE.
For all training enquiries, phone 01225 767157 or email circletime@jennymosley.co.uk
1 review for Intergenerational Circle Time: Building Bridges at Key Stage 2
Only logged in customers who have purchased this product may leave a review.
Related products
Selected Resources - Positive Press
Books
Selected Resources - Positive Press
How to Create Calmer Dining Halls
How to Create Calm Dining Halls (with FREE CD-ROM of printable resources)
Selected Resources - Positive Press
Selected Resources - Positive Press
Selected Resources - Positive Press
Parachutes and Parachute Games
Circle Time –
This book describes circle time sessions for Key Stage 2 children working with older people called ‘Silver Friends.’ The first section gives suggestions for preparing both groups for the joint sessions: finding out the starting point for each age group and their current knowledge and understanding of the ‘other group; thoughts on making everyone welcome; learning outcomes and assessment; circle-time structure and aims and rules for circle time. Then the joint sessions are detailed under five main themes: ‘Who am I?’, ‘Who are you?’, ‘Memories’, ‘Our Community’ and ‘Celebrations’. There are also handouts and resources. This is a most exciting and interesting book, which has certainly made me think about the possibilities of organising a similar project. It obviously proved its worth and as Estelle Goldberg, one of the ‘silver friends’ put it: “It was such a great reward working with the children…I felt there was a lot in me that I could give to the children and they offered such a lot back.” (Special Children Magazine)