How Children Deal with the Expectations of a Kindergarten Teacher: Secondary Adjustments during Circle Time

Abstract

This study explored how children familiar with daily life in childcare facilities deal with the behavioral expectations of a kindergarten teacher. Five-year-old children (N=53) in two kindergarten classrooms were analyzed during circle time using the "secondary adjustments" as the framework that was advocated by Goffman. The results identified 16 variations of means organized into five broader concepts and four variations of unauthorized ends from 38 cases of children's behaviors as secondary adjustments. The following points were noted: (1) the children responded to the teacher by making witty responses during circle time; (2) the children primarily felt the urge to walk around and communicate with friends because the teacher expected them to sit and listen; (3) the children spent the group activity time pursuing personal interests; and (4) for the children, pursuing personal interests was compatible with engaging in the group activity of the class.

The pedagogical value of these findings lies in the depiction of children who enrich themselves through activities set by a teacher.