101 GAMES FOR SELF-ESTEEM. By Jenny Mosley and Helen Sonnet LDA pound;14.95. ALL YEAR ROUND. By Jenny Mosley and Georgia Thorp LDA pound;19.95. HERE WE GO ROUND. By Jenny Mosley and Helen Sonnet Positive Press pound;18.95. RING OF CONFIDENCE. By Penny Vine and Teresa Todd. Positive Press pound;18.95. BRIDGING THE CIRCLE. By Anne Cowling and Penny Vine Positive Press pound;18.95.

Self-esteem has long been recognised as a vital factor in psychological well-being. The British Cohort study, which tracked children’s progress over 30 years, found that self-esteem rather than academic achievement at age 10 was a better predictor of adult earning power.

Self-esteem is linked to success in life, but enhancing self-esteem is not a cure-all. It may even be linked to anti-social behaviour, according to recent research for the Rowntree Foundation.

What’s needed is a range of activities that promote the values of caring and co-operation. For many years, Jenny Moseley and her associates have been developing ways to enhance positive relationships through ‘quality circle time’ activities in primary classrooms. Her latest book, 101 games for Self-Esteem, provides a comprehensive collection of well-known favourites as well as new games that help children to value themselves and others. The games are open to adaptation and development, like ‘Mobile messages’, played with toy mobile phones. “Ring ring,” says the group. Child A says “Hello”, wishes Child B “a good day” and Child B thanks Child A for calling and says: “That was a nice thing to say.” It is a simple but adaptable activity.

All Year Round has plenty of ideas for playtime games in an accessible and well-illustrated book. It provides a whole-school policy and is focused on providing playtime supervisors with “exciting ideas for peaceful playtimes”. Many strategies, such as setting up a Playground Friends scheme, and suggested playground games are not new, but this collection of ideas makes it a useful point of reference for schools seeking to support the work of supervisors and improve the quality of playtimes.

Here We Go Round is a useful introduction for the foundation stage for circle time activities with three-to-five year olds. The first part covers some basic practicalities in introducing circle time to young children, and then 10 activities for each of six areas of learning are outlined. The book is simply and clearly laid out, with learning objectives for each activity. The tone is upbeat, although there is no space here for considering the problems that may arise in working with young children, or any assessment of teaching and learning.

Ring of Confidence provides more practical ideas for the use of circle time at the foundation stage to tackle the vexed issues of child protection and substance abuse. A useful section identifies assessment opportunities. Early years teachers will find an easy way into exploring difficult issues with children through a rich array of games, puppet activities and relaxation techniques. For those who want to develop awareness of these issues with young children, this is a slim but useful resource.

Bridging the Circle arises out of a successful project in Leeds aimed at helping children to cope with the transition from primary to secondary school. It advocates circle time to address the fears and concerns of children, with six lessons outlined for each of Years 6 and 7. Scenarios for discussion are suggested and useful self-evaluation sheets are provided for both teachers and pupils. The approach links in well to guidelines on citizenship and PSHE. Like others in the Circle Time series, the book aims to foster emotional intelligence, that sense of self and concern for others that is at the heart not just of academic achievement but of a life well lived.