Understanding Schemas

 
 

What, Why, and How to Support Them

In early childhood, schemas play a vital role in children’s learning and development. Schemas are repeated patterns of behaviour through which children explore the world and make sense of their environment. As an Early Years educator, understanding and supporting these schemas can help you nurture children's cognitive, physical, and emotional growth.

What Are Schemas?

Schemas are the building blocks of children’s learning. They represent the natural ways children investigate and engage with their surroundings. Think of schemas as the brain’s way of organising and processing information, helping children develop concepts, problem-solving skills, and motor control. These behaviours are often seen during play when a child repeats actions like throwing objects, building towers, or hiding things.

Are Schemas Normal?

Yes, schemas are completely normal and part of typical childhood development. All children engage in schemas to some extent, and it is through these repetitive actions that they make sense of their world. There’s no need to be concerned if you notice a child repeating certain behaviours — this is a positive sign that they are learning and processing information in a healthy way.

Should Educators Be Worried?

In most cases, there is no cause for concern when a child engages in schemas. However, if a child seems fixated on a particular behaviour and this limits their ability to engage in other types of play or learning, it might be worth discussing this with your SENDCo. For example, if a child spends all of their time spinning or throwing objects, and struggles to engage with their peers or other activities, it could indicate a need for further observation or support. It’s important to observe the child holistically and ensure their learning is balanced.

When Do Children Stop Engaging in Schemas?

Children often engage in schemas most intensely during their early years, typically between the ages of 18 months and 5 years. As they grow older, their play becomes more complex, and the need for repetitive schema-based actions decreases. However, some children may continue to engage in schemas beyond 5 years old, especially when trying to grasp more advanced concepts. Eventually, as cognitive skills develop, schemas become less noticeable but may re-emerge in new forms as children encounter new learning challenges.

Why Do Children Need to Engage in Schemas?

Children engage in schemas as a way to learn through repetition, discovery, and experimentation. This process helps them gain mastery over their movements, refine their cognitive skills, and build an understanding of the world around them. By engaging in these patterns, children test out theories, practice physical skills, and deepen their thinking processes.

Supporting schemas encourages children's natural curiosity, providing them with opportunities to enhance their development in a way that feels instinctive and meaningful to them.

Examples of Common Schemas

  • Trajectory Schema: Children are fascinated by movement and direction. They may enjoy throwing, dropping, or pushing objects, or even running in a straight line.

  • Transporting Schema: Some children are drawn to moving objects from one place to another. They might enjoy filling bags, buckets, or toy trucks with items, carrying them across the room.

  • Enclosure Schema: Children may seek to enclose themselves or objects within boundaries, like building a fort or surrounding toys with blocks.

  • Rotation Schema: Children may become absorbed in spinning objects, turning wheels, or even twirling their own bodies.

How Educators Can Support Schemas

  1. Observe and Identify Patterns: Watch for repetitive actions in a child’s play. Understanding which schema they’re drawn to will help you tailor activities that support their interests.

  2. Provide Open-Ended Resources: Offer materials that allow for exploration. Items like boxes, blocks, fabric, or water trays enable children to engage in various schemas. For example, a child focused on the trajectory schema might benefit from balls, ramps, or paper planes.

  3. Follow the Child’s Lead: Rather than directing their play, let the child take the lead. For instance, if they are engaged in transporting, provide different containers and objects of various sizes and shapes.

  4. Create Safe Spaces: Ensure there are areas where children can safely throw, build, or spin without risking injury or damage to property. Outdoor spaces can be great for children exploring trajectory or rotation schemas.

  5. Communicate With Parents: Share your observations with parents and carers so they can support schemas at home. Suggest simple activities like filling bags with toys or creating obstacle courses.

Final Thoughts

By understanding and supporting schemas, you provide children with the freedom to explore and learn in a way that makes sense to them. This natural, play-based learning allows them to develop important life skills while feeling secure and engaged in their environment.

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Practical SEND Strategies: Creating Inclusive Learning in the Early Years

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