Schemas

Schemas are behaviours that children go through when they are exploring the world and trying to find out how things work. Children have a very strong drive to repeat actions, move things from one place to another, cover things up, put things into containers, move in circles and throw things. This helps their brain development and learning as they grow and develop. For example, actions of up and down, going from side to side, and rotating will support children when they begin to make marks, draw and eventually write. They can vary from child to child and some children may never display schematic play or behaviours.

By observing and supporting play, practitioners become attuned to children’s actions, expressions, gestures, behaviours and interactions. Sometimes it is about joining in with their play or having conversations and sometimes about asking and responding to questions. And sometimes about stepping back and allowing the play to flow uninterrupted. Always, it requires a sensitive and respectful approach to children's play and an attitude of openness to the individual's learning.

When practitioners observe the behaviour and recognise children’s play urge, they are able to redirect this when necessary, e.g. children will be happy to throw a ball in an environment where it is safe; it’s not about the action, it’s about the urge.

Understanding schemas can help us to provide what children need for their learning.

nih058-schematic-play-sketch.pdf

Types of Schema

There are many types of schemas that children display, here is an overview of the common schemas you may observe.

Trajectory

A child that has a trajectory schema is very interested in how things and themselves move

Trajectory behaviour:

· always seem to be running around

· like throwing things

· like to play with running water

· pushing things in a straight line

You may want to provide:

· soft balls to throw and roll

· blow bubbles

· bikes and slides

· opportunities to pour water or sand

Transporting

A child with a transporting schema moves everything from one place to another. If you have a transporter nothing will ever be in its place.

Transporting behaviour:

· put sand in a container and move to another area

· use prams, trolleys and bags to move things from one place to another

· go back and forth bringing items from around the room

You may want to provide:

· a variety of bags and boxes

· pushchairs, trucks

· a selection of items to transport

Connecting

A child with a connecting schema is interested in joining things together.

Connecting behaviour:

· tie chair legs together

· join train carriages together and take them apart

· once they are mark making enjoy joining dots or lines

You may want to provide:

· tow trucks and cars

· train sets

· beads for jewellery making

· string, wool, fabric

· blocks

· masking tape and junk

Envelopment

A child with an envelopment schema is interested in enveloping themselves, objects or a space. This schema is very closely linked to enclosure.

Envelopment behaviour:

· like to wrap themselves up in material

· make parcels with everyday objects

· cover their hands/body in paint

· paint a picture and then cover it with a solid layer of paint

You may want to provide:

· fabric/blankets

· dressing up clothes

· paper and newspaper to make parcels

· paint

Rotation

A child with rotation schema is interested in things that are circular or rotate.

Rotation behaviour:

· likes to play with wheels on toys

· likes spinning around

· may enjoy playing with water/sand wheels

· enjoys toys/items that spin

· likes to watch the washing machine

You may want to provide:

· bikes, cars, toys with wheels

· mixing and stirring activities

· pens, chalks for drawing circles

· windmills

Enclosure

A child who enjoys enclosure will create enclosed spaces in which they may or may not put objects and themselves.

Enclosure behaviour:

· likes putting things in bags and pots

· enjoy sorting experiences

· climb into boxes

· fill up boxes and bags

· draw or paint pictures and then put boxes or circles around them

You may want to provide:

· pots with things they can fill them with

· containers to fill in water tray or sink

· dry play such as pasta

· boxes or tents to go in

Scattering

A child who enjoys scattering will want to tip things over so that they go all over the place.

Scattering behaviour:

· empty out baskets or containers

· tip all bricks on floor

· use their arms and legs to scatter things

· wipe all toys or objects off a surface

You may want to provide:

· ball pool

· tuff tray with items that can be tipped and scattered

· bean bags

Positioning

A child who carefully positions objects or themselves in lines, patterns or sequences.

Positioning behaviour:

· stack unlikely objects

· line up toys/items like cars, trains, small world people

· create layers of paint or collage

· balance objects on the edge of surfaces

· work with small items with lots of pieces

You may want to provide:

· lots of collage materials for gluing

· objects for sorting

· objects with the same or similar characteristics

· peg boards

Orientation

A child who like to look at toys and themselves from different angles.

Orientation behaviour:

· takes opportunities to hang upside down

· looks at the world from different directions by turning themselves upside down

· turns objects and toys around and looks at them

· climbs up onto things to look around

You may want to provide:

· binoculars, kaleidoscopes, magnifying glasses

· boxes with peep holes

· different coloured acetates

· mirrors

· climbing equipment

Discussion Questions for Self-Evaluation and Development

Read Realising the Ambition: Being Me section 3

Q. How can the knowledge of schemas improve children’s learning?

Q. How can you use your knowledge of schemas to improve children’s learning environment?

Q. In what ways do you engage parents in dialogue about children’s play and learning?

Q. How will you develop schema in your setting?

Further Information, Reading and Support

Schematic Play: Taking a Closer Look

Realising the Ambition

Schematic Play Sketch

Schemas: Learning Through Play