Schemas are a fascinating and essential aspect of early childhood development. These are repeated patterns of behavior that children naturally exhibit as they explore their environment and make sense of the world around them. Understanding schemas helps early years practitioners and parents support children’s learning, fostering their development while meeting the principles of the Early Years Foundation Stage (EYFS).
In this blog, we’ll explore what schemas are, how to identify them, the different types of schemas, and how to support children’s learning through them.
What Are Schemas?
Schemas are recurring patterns of behavior or thinking that guide how children learn and interact with their surroundings. Chris Athey, a leading expert on schemas, described them as:
“Patterns of repeated behaviour in early childhood, which underpin and lead to higher levels of thinking and development.”
For example, a child who loves rolling balls, spinning toys, or turning in circles may be demonstrating a rotational schema, a way of exploring the concept of rotation and circular movement. These behaviors are innate and driven by children’s natural curiosity to experiment and understand their world.
Schemas are a vital part of children’s cognitive development, enabling them to test theories, solve problems, and build neural connections. When adults recognize and support these behaviors, children feel encouraged to deepen their learning.
How to Spot Schemas in Children
Identifying schemas requires observing children’s play and actions closely. Here are some tips:
1. Look for Repetition
Watch for behaviors children repeat over time. For example:
• A child stacking blocks, knocking them down, and starting again may be exploring a trajectory schema.
• A child continually wrapping dolls in blankets might be demonstrating an enclosure schema.
2. Notice Preferences
Some children show clear preferences for specific activities or toys, such as always choosing vehicles to transport objects (transporting schema) or aligning toys in a straight line (positioning schema).
3. Engage in Play
Joining in with a child’s play can reveal their thinking process. Ask open-ended questions like:
• “What happens if we move this over here?”
• “Why do you think this fits there?”
These interactions can uncover the schema driving their behavior.
4. Document Observations
Keeping a record of what you observe can help identify patterns over time. For instance:
• Monday: Child repeatedly rolls cars down a ramp.
• Wednesday: Child throws balls across the room and watches them bounce.
5. Emotional Clues
Children often show strong reactions when their schema-driven play is disrupted. For example, a child arranging toys in a line may become upset if someone moves them out of order.
Spotting schemas is a crucial skill for early years practitioners, aligning with the EYFS guidance to observe, assess, and plan for each child’s unique learning journey.
Common Types of Schemas and Activities to Support Them
1. Trajectory Schema
• What it looks like: Throwing, dropping, rolling, or pushing objects to observe their movement.
• Activities to try:
• Rolling balls or toy cars down ramps.
• Water play with squirters or spray bottles.
• Building and knocking over towers.
• Drawing lines or trajectories with paintbrushes or crayons.
2. Transporting Schema
• What it looks like: Carrying or moving objects from one place to another.
• Activities to try:
• Setting up a delivery station where children can transport parcels.
• Providing baskets, wheelbarrows, or buckets for carrying toys.
• Engaging in water or sand play where they transfer materials between containers.
3. Enclosure/Enveloping Schema
• What it looks like: Wrapping items, creating boundaries, or sitting inside enclosed spaces.
• Activities to try:
• Building dens with cardboard boxes, blankets, or fabric.
• Wrapping toys or dolls using scarves or paper.
• Constructing fences or enclosed spaces with blocks or LEGO.
4. Rotational Schema
• What it looks like: Spinning, turning, or rolling objects, or moving in circles.
• Activities to try:
• Playing with spinning tops or wind-up toys.
• Creating circular patterns with paint rollers.
• Using bikes, scooters, or roundabout toys in outdoor play.
5. Connecting Schema
• What it looks like: Joining, attaching, or linking objects together.
• Activities to try:
• Providing building materials like magnetic tiles or LEGO.
• Offering string, tape, or connectors to link items.
• Exploring train tracks, pipe systems, or linking chains.
6. Positioning Schema
• What it looks like: Arranging objects in a specific order or pattern.
• Activities to try:
• Sorting and matching games with colors, shapes, or sizes.
• Using loose parts like pebbles, buttons, or wooden blocks for patterns.
• Providing puzzles or activities that involve arranging items logically.
7. Transforming Schema
• What it looks like: Mixing, combining, or changing the state of materials.
• Activities to try:
• Messy play with mud, slime, or dough.
• Cooking or baking activities where ingredients transform (e.g., mixing or baking).
• Mixing colors with paint or food dye.
Schemas and the EYFS
Supporting schemas aligns naturally with the EYFS principles:
• A Unique Child: Recognizing that each child’s learning style is different and planning activities that suit their schemas.
• Positive Relationships: Building trust and engagement by supporting children’s interests and repeated behaviors.
• Enabling Environments: Creating spaces with open-ended resources that encourage exploration and creativity.
For example, providing ramps, balls, and space to run outdoors supports the trajectory schema while promoting Physical Development and Understanding the World.
Why Are Schemas Important?
Schemas are more than just patterns of play—they are a window into a child’s cognitive development. By recognizing and supporting these behaviors, early years practitioners and parents can:
• Foster deeper engagement and curiosity.
• Support the development of problem-solving and critical thinking skills.
• Build confidence by aligning activities with the child’s natural interests.
As Cathy Nutbrown, Professor of Education, explains:
“Allowing children the freedom to explore their interests is central to effective early years practice.”
When children feel supported in their play, they thrive.
Conclusion
Schemas provide valuable insights into how children learn and grow. By spotting and nurturing these repeated patterns of behavior, we can create engaging and developmentally appropriate activities that support the EYFS framework. As Chris Athey famously stated:
“When we understand schemas, we understand children better, and we can respond more effectively to their needs.”
Encouraging schemas empowers children to explore the world with confidence and curiosity, setting the foundation for lifelong learning.
References
1. Athey, C. (2007). Extending Thought in Young Children: A Parent’s Guide to Understanding Schema. Sage Publications.
2. Nutbrown, C. (2012). Foundations for Quality: The Independent Review of Early Education and Childcare Qualifications.
3. Early Years Foundation Stage (EYFS) Statutory Framework (2023). Department for Education.
4. Bruce, T. (2020). Early Childhood Education, 5th Edition. Hodder Education.
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