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Collection: Early Childhood

Purple arrow NCIP Profile: Circle Time

In addition to helping Sabrina and the others develop their autonomy by making choices, Barbara ensures that all students participate during circle time. Many preschool classrooms offer daily group activities that promote listening to peers, turn-taking, and collaborative problem-solving. Circle time in Barbara's classroom incorporates many activities that focus on these social-cognitive goals.

Barbara begins by asking students to take turns describing the day's weather. Non-disabled students walk up to the front, pick from a variety of weather pictures (such as sunny, cloudy, rainy) and place them on the calendar.

Sabrina's turn is next. She uses a clock-like rotary scanning device with weather pictures mounted on the face to make her choice. Jan activates the clock and Sabrina closely watches the hands move around the dial, hitting her switch (which is now plugged into the device) to "stop the clock" at the picture she feels is most accurate. Jan confirms the choice with Sabrina and places it on the calendar. Sabrina's peers enjoy watching this process and "sing out" the names of the pictures as the clock hand sweeps over them. Occasionally, typically-developing students ask to take their turn on the clock.

Next, students sing a song together. Today's song is "The Fish in the Sea Go Splash, Splash, Splash." Again, non-disabled students indicate the "fish" they want to sing about (such as crab, shark, porpoise) by choosing pictures and placing them on a chart. Sabrina uses her eye-gaze board to choose a crab and the whole class sings the song together incorporating the crab.

Sabrina also participates in the singing. She uses the same speech aid that she previously used to get Jan's attention, only now it is plugged into a message location with the song's prerecorded refrain, "splash, splash, splash." As the group sings "The crab in the sea goes" Sabrina positions herself to hit her switch and delights in bellowing "splash, splash, splash" with her peers.

The eye-gaze board also allows Sabrina to interact independently with her peers. After the students break for snack, they have free choice time. Without adult prompting, two students ask Sabrina if she wants to sing the song again. She excitedly indicates "yes" and they wheel her over to the song chart. They use the eye-gaze board to provide her with choices and then together sing the song incorporating the "fish" she has chosen.

Sabr3.gif (73535 bytes)Fellow classmates help fasten
pictures to Sabrina's eye-gaze board.

 

 

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This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts.  NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013.  Permission is granted to copy and disseminate this information.  If you do so, please cite NCIP.   Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government.  This site was last updated in September 1998. 

ŠEducation Development Center, Inc.