Embracing the Power of Schemas: Unlocking Children’s Natural Curiosity

What are schemas?

Put simply, schemas are repeated patterns of behaviour that children display as they explore and make sense of the world around them. As experienced practitioners we often observe children engaged in play that they revisit time and time again and we wonder why that is.

Chris Athey, who has studied these extensively informs us, “clusters of schemas develop into later concepts” (Athey: 2003) so by revisiting play activities children are actually busy testing out their ideas and theories.

Schemas can be thought of as the cognitive building blocks or mental frameworks that children use to organise their knowledge and understanding. They represent the current interests, fascinations and preoccupations that drive our children’s play and learning forward.

Whilst we as early years practitioners have known for years about schema, It’s important to note that schema play can sometimes be misidentified as a possible flag for SEND or neurodivergence, such as autism.

For example, a child repeatedly lining up their toys or objects could be mistaken for displaying a behaviour commonly associated with Autism. However, this type of play is actually a common manifestation of the positioning schema, whereby children are interested in ordering, aligning, and sequencing objects.

So how do schemas present themselves?

We spend much of our time observing the children in our setting as they interact with each other and the learning environment around them and luckily schemas naturally manifest themselves through this play and exploration.

Some of the more common schemas observed in young children can include:

Trajectory schema: A fascination with moving objects through space, such as throwing, dropping, or rolling things.
Enveloping schema: An interest in covering, wrapping, or hiding objects and themselves.
Rotation schema: An enjoyment of spinning, twisting, or turning objects and their own bodies.
Transporting schema: A fascination with moving objects from one place to another using various containers or vehicles.

It is important to note that schemas can present one at a time or as several simultaneously.

When considering levels of engagement

When a child is engrossed in a schema building activity, you can often witness that fabulous ‘tongue out’ absolute concentration that is so evident in fascinated and determined children.

How can we support children in building schema?

Respecting children's schemas during play

Children learn best through open ended and extended periods of exploration and play. Interrupting these periods by enforcing routines like “tidy-up time” or putting resources away at transition times, can unnecessarily disrupt the opportunities available for children to focus on schema play.

Luckily as we become more aware of schemas and we become more experienced at observing them in children’s play, we become better at supporting children as they develop, grow and deepen their understanding of the world around them.

Rather than abruptly ending their play, it’s crucial to respect and nurture the schemas children are exploring. Allow them to continue their explorations uninterrupted and provide materials and opportunities that support their schema development.

Some examples of ways to support, respect and nurture the schemas children are involved in, early childhood educators could include:

Watch children really closely to identify their schematic interests and patterns of behaviour. This can be done through careful observations, photos, or video recordings, which can then be examined to identify any recurring themes and behaviours.
Provide open-ended materials and resources that allow children to explore their schemas freely, such as containers of various sizes and shapes, ramps and tubes for rolling and dropping objects, fabrics and blankets for wrapping and enveloping, and construction toys for building and dismantling structures.
Plan learning experiences, hooks and provocations that build on children’s schemas, offering opportunities for them to refine and extend their understanding. For example, setting up a “wrapping station” with different materials for a child displaying an enveloping schema, or creating a “ramp challenge” for a child interested in trajectories.
Engage in sustained shared thinking, asking open-ended questions and making comments that encourage children to elaborate on their ideas. This can deepen their understanding and help them make connections between their schematic play and broader concepts.

In conclusion: Why is supporting developing schemas so vital?

Supporting children’s schemas is crucial because it:

Aligns with the principles of child-centred, play-based learning, where children’s interests and curiosities drive the curriculum.
Promotes deeper-level learning by allowing children to explore concepts and ideas that are meaningful and relevant to them.
Fosters cognitive development as children construct their understanding through repeated experiences and active exploration.
Encourages vital characteristics of learning such as; problem-solving, critical thinking, and creativity as children test out their theories and find solutions.
Builds self-confidence and a love of learning when children’s interests are valued and extended.

By recognising and supporting children’s schemas, early years practitioners can create engaging, responsive learning environments that nurture each child’s unique development and learning journey.

Where to now?

Our own Tricia Wellings has developed a workshop in partnership with ECE Learning Unlimited, (Connecting the Dots: The Educators Guide to Recognising and Supporting Schemas in Early Childhood Education) in which she unpicks various theoretical insights and explores practical strategies to help you to build your understanding of schema.

By the end of this workshop, you will be equipped with strategies to not only recognise but also harness the power of schemas in early childhood education.

To enrol in this workshop, follow the link here: Enrol

And for further practical support in understanding and identifying schemas, get your schema key ring cards here: Schema Key Ring Cards

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Embracing the Power of Schemas: Unlocking Children’s Natural Curiosity

What are schemas?