Carpet Time - Why is there a prevalence of teaching set as ‘carpet time’ in schools?

 

In many primary schools there is the daily phenomenon of ‘carpet-time’. This entails the class teacher requiring as many as thirty children to sit on the carpet in front of a interactive whiteboard. Sometimes the children sit on a mat that has been sub-divided into smaller squares, with a picture displayed, for example insects; one space for each child to sit in. This usually happens for so called important subjects such as systematic synthetic phonics, English or mathematics. The teacher sits on an adult sized chair: the children sit on a woollen-covered hard floor. This is an obvious disparity and an imbalance of power. Perhaps that is what this carpet time situation is all about? Then, learning and teaching can begin.

 

Why does this happen? Can children learn in this discomfort? Or is it for a closer behaviour management strategy? Perhaps teachers think this must happen so they can control the children; but cannot children be controlled in a classroom anyway? If so, can the teacher manage to hold eye-contact for teaching? Again, cannot a teacher move around a classroom and engage the children and hold their attention? After around twenty minutes the children are able to leave the carpet to sit at their tables and chairs, for activity work. Then they come back to the carpet for what is known as a plenary session.

 

Can you, as an adult, sit still on a carpet or mat for twenty minutes or even ten? Would you get annoyed by the proximity of someone else ahead of you, next to you and behind you? Can you see the front of the classroom clearly? It must be the same, if not worse, for children. Young children are prone to movement, they should experience play-based learning, rather than be confined to a stationary induced pedagogy. Teachers should not be surprised at how children either fail to keep still or fail to be enthused in their learning.

 

It would be interesting to know why teachers model good behaviour, manners, correct use of English, to name but a few lessons in such an area in the classroom. If the carpet is being used for much teaching, what about the rest of the classroom space? Teachers - do not confine children to the carpet, let them wander, or allow them to sit at chairs, in front of tables, where there is more space for themselves and for their learning resources. Have the confidence to employ classroom management and efficient formative assessment in a larger environment. After all, what would parents think about such a practice in allowing children to sit where most people allow their pets?