The purpose of this thesis is to examine and dissect how circle time in preschools work as a tool for valuable teaching. Circle time is a part of children's daily routines, virtually everywhere in the world. Through daily congregation, children are given time to reflect and learn about their environments. Despite this, little research is done about the scholastic value of this phenomena. 

The study introduces three main research questions that lead to a qualitative study with a phenomenographic approach, based on interviews. We sought to answer how teachers would describe the function of circle time at preschools, how they interpret the concept of teaching within the world of preschool, and their opinions on circle time as an implement for verbalized edifying. 

Following research through reading and reviewing previous researchers’ papers, the study delves into an interview with seven preschool teachers. The results showed that teachers do indeed value circle time as a reliable tool for teaching. Through communication and different activities that connect to children's interests, teachers create interactive teaching moments. Our research showed that a mix of planned and spontaneous circle time gatherings were optimal, to keep children participating and fostering the feeling of democracy.