The purpose of this work is to explore and illuminate the circle times function and importance of preschool by the pedagogue perspective and the circle time design in relation to children's age group composition. The study questions are:

• What is the purpose of circle time in preschool educational activities according to the teacher and how does the teacher look at his own role?
• How do the teachers plan, design and perform the circle time of small children and big children's section? What similarities and differences exist?

This is a qualitative study based on interviews with four preschool teachers and observations of their circle times. Research and theories showed that the circle time is a social training, provide a sense of community and is a ritual that gives a good daily rhythm.

The results of the study demonstrate that the circle time is an important routine that occurs for a short time daily in early childhood education. The circle time organizes and structures the day for both children and staff group. The circle time strengthens community, creates a group sense and also involves social skills training as well as language training. Teachers felt that the circle time is always a learning situation where the children always learn something.

The circle time was planned and designed, based on the children's interests and needs. It was adapted to children of different ages, understanding, ability and level of development.

The small children-assembly circle times were designed to be short, attractive and started from small children's concrete everyday reality, while circle times of big children could be sophisticated and demanding, with more space for conversation and discussion. Even though teachers have started from a clear child's perspective in the interviews they looked on their part as a leading and demanding, which they believed was caused by large groups of children and staff shortages.