Early Childhood Education Journal

, Volume 38, Issue 6, pp 439–448 | Cite as

Circle Time: An Exploratory Study of Activities and Challenging Behavior in Head Start Classrooms

Article

Abstract

The purpose of this descriptive study was to examine circle time activities in eight Head Start classrooms. A total of 7 h of observations occurred in eight classrooms. Songs and academic activities were the most frequently occurring activities. Challenging behavior during circle time also was examined. The three activities with the highest frequency of challenging behavior were roll call, discussion, and calendar routines. Limitations of the study along with implications for research and practice are presented.

Keywords

Challenging behavior Head Start Circle time 

References

  1. Beneke, S., Ostrosky, M. M., & Katz, L. (2008). Calendar time for young children: Good intentions gone awry. Young Children, 63, 12–16.Google Scholar
  2. Collins, E. N., & McGaha, C. G. (2002). Create rewarding circle times by working with toddlers, and not against them. Childhood Education, 78, 194–199.Google Scholar
  3. Del’Homme, M. A., Sinclair, E., & Kasari, C. (1994). Preschool children with behavioral problems: Observation in instructional and free play contexts. Behavioral Disorders, 19, 221–232.Google Scholar
  4. Denac, O. (2008). A case study of preschool children’s musical interests at home and at school. Early Childhood Education Journal, 35, 439–444.CrossRefGoogle Scholar
  5. Dodge, D. T., & Colker, L. J. (1992). The creative curriculum for early childhood (3rd ed.). Washington, DC: Teaching Strategies, Inc.Google Scholar
  6. Doll, B., & Elliot, S. N. (1994). Research methods representativeness of observed preschool social behaviors: How many data is enough? Journal of Early Intervention, 18, 227–238.CrossRefGoogle Scholar
  7. Fox, L., Dunlap, G., Hemmeter, M. L., Joseph, G., & Strain, P. (2003). The teaching pyramid: A model for supporting social emotional competence and preventing challenging behavior in young children. Young Exceptional Children, 58, 48–52.Google Scholar
  8. Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582.CrossRefGoogle Scholar
  9. Gilliam, W. S., & Zigler, E. F. (2001). A critical meta-analysis of all impact evaluations of state-funded preschools from 1977 to 1998: Implications for policy, service delivery and program evaluation. Early Childhood Research Quarterly, 15, 441–473.CrossRefGoogle Scholar
  10. Gould, P., & Sullivan, J. (1999). Inclusive early childhood classroom: Easy ways to adapt learning centers for all children. Beltsville, MD: Gryphon House.Google Scholar
  11. Harden, B. J., Winslow, M. B., Kendziora, K. T., Shahinfar, A., Rubin, K. H., Fox, N. A., et al. (2000). Externalizing problems in Head Start children: An ecological exploration. Early Education & Development, 11, 357–385.CrossRefGoogle Scholar
  12. Harms, T., & Clifford, R. M. (1980). Early childhood environment rating scale. New York: Teachers College Press.Google Scholar
  13. Heward, W. L., Courson, F. H., & Narayan, J. S. (1989). Using choral responding to increase active student responding during group instruction. Teaching Exceptional Children, 21, 72–75.Google Scholar
  14. Hudson, S. J. (2000). Using circle time to teach the social curriculum: Teaching strategies. Journal of Early Education and Family Review, 7, 29–32.Google Scholar
  15. Hyson, M., Hirsh-Pasek, K., & Rescorla, L. (1990). The classroom practices inventory: An observation instrument based on NAEYC’s guidelines for developmentally appropriate practices for 4- and 5-year-old children. Early Childhood Research Quarterly, 5, 475–494.CrossRefGoogle Scholar
  16. Kantor, P., Elgas, P. M., & Fernie, D. E. (1989). First the look and then the sound: Creating conversations at circle time. Early Childhood Research Quarterly, 4, 228–433.CrossRefGoogle Scholar
  17. Kazdin, A. E. (2001). Behavior modification in applied settings (6th ed.). Belmont, CA: Wadsworth.Google Scholar
  18. Keenan, K., Shaw, D. S., Walsh, B., Delliquadri, E., & Giovannelli, J. (1997). DSM-III-R disorders in preschool children from low-income families. Journal of the American Academy of Child and Adolescent Psychiatry, 36, 620–627.CrossRefGoogle Scholar
  19. Macy, M. G., & Bricker, D. D. (2007). Embedding individualized social goals into routine activities in inclusive early childhood classrooms. Early Child Development and Care, 177, 107–120.CrossRefGoogle Scholar
  20. Qi, C. H., & Kaiser, A. P. (2004). Problem behaviors of low-income children with language delays: An observation study. Journal of Speech, Language, and Hearing Research, 47, 595–609.CrossRefGoogle Scholar
  21. Qi, C. H., Kaiser, A. P., & Milan, S. (2006). Children’s behavior during teacher-directed and child-directed activities in Head Start. Journal of Early Intervention, 28, 97–110.CrossRefGoogle Scholar
  22. Quesenberry, A. C., Hemmeter, M. L., & Ostrosky, M. M. (2010). Addressing challenging behaviors in Head Start: A closer look at program policies and procedures. Topics in Early Childhood Special Education. doi:10.1177/0271121410371985.Google Scholar
  23. Register, D. (2001). The effects of an early intervention music curriculum on prereading/writing. Journal of Music Therapy, 38, 239–248.Google Scholar
  24. Reich, L. R. (1994). Circle time in preschool: An analysis of educational praxis. European Early Childhood Education Research Journal, 2, 51–59.CrossRefGoogle Scholar
  25. Sandall, S. R., Hemmeter, M. L., Smith, B. J., & McLean, M. E. (2005). DEC recommended practices: A comprehensive guide. Longmont, CO: Sopris West.Google Scholar
  26. Smith, B. J., & Fox, L. (2003). Systems of service delivery: A synthesis of evidence relevant to young children at risk of or who have challenging behavior. Tampa, FL: University of South Florida, Center for Evidence-Based Practice: Young Children with Challenging Behavior. Retrieved from http://www.challengingbehavior.org/explore/publications_docs/systems_of_service.pdf.
  27. Standley, J., & Hughes, J. (1997). Evaluation of an early intervention music curriculum for enhancing prereading/writing skills. Music Therapy Perspectives, 15, 79–85.Google Scholar
  28. Stowe, R. M., Arnold, D. H., & Ortiz, C. (2000). Gender differences in the relationship of language development to disruptive behavior and peer relationships in preschoolers. Journal of Applied Development Psychology, 20, 521–536.CrossRefGoogle Scholar
  29. Strain, P. S., & Joseph, G. E. (2004). Engaged supervision to support recommended practices for young children with challenging behavior. Topics in Early Childhood Special Education, 24, 39–50.CrossRefGoogle Scholar
  30. Webster-Stratton, C., & Hammond, M. (1997). Treating children with early-onset conduct problems: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65, 93–109.CrossRefGoogle Scholar
  31. Webster-Stratton, C., & Hammond, M. (1998). Conduct and level of social competence in Head Start children: Prevalence, pervasiveness, and associated risk factors. Clinical Child and Family Psychology Review, 1, 101–124.CrossRefGoogle Scholar
  32. Wiltz, N. W., & Klein, E. L. (2001). “What do you do in child care?”: Children’s perceptions of high and low quality classrooms. Early Childhood Research Quarterly, 16, 209–236.CrossRefGoogle Scholar
  33. Yoshikawa, H., & Zigler, E. (2000). Mental health in Head Start: New directions for the twenty-first century. Early Education and Development, 11, 247–264.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, LLC 2010

Authors and Affiliations

  1. 1.University of Illinois at Urbana-ChampaignChampaignUSA

Personalised recommendations