Schema in our Curriculum
DEFINING SCHEMAS…
We have all observed a child climbing on furniture to jump off, or they’re throwing things that aren’t meant to be thrown (sand, rocks, furniture), or an infant in their highchair repeatedly dropping their drink bottle or food on the floor.
How often do you feel frustrated by these or similar behaviours?
Have you ever wondered why young children repeat these patterns of behaviours?
Why children want you to repeatedly read the same book?
Why they love the act of filling and dumping, filling, and dumping?
WHAT'S IN THIS MONTH'S ISSUE:
Define and understand
Schema Theory
Reflection
These patterns of behaviour are known as schemas.
“Schemas are repeated patterns of behaviour in children’s play and learning. Schemas lead to intentional and conceptual explorations of objects, actions, and materials for young children. Common schemas usually appear in children’s play from 7-8 months of age and are most prominent in the 1-3-year-old age range ” (Dr Mel. Miller).
PEDAGOGY NEWS July, 2023 Issue Vol. 7
Understanding Schema
COMMONLY RECOGNISED SCHEMAS
• Rotation – exploring the way one ’ s body or objects move in circles and rotation
• Trajectory – exploring the way in which objects and people move through space
• Transportation – gathering and moving things from one place to another
• Positioning – aligning and placing items side by side, organising the items in a particular way
SCHEMAS
• Orientation – exploring different viewpoints from varying perspectives
• Enclosing – drawing or creating a barrier or enclosure; exploring boundaries of objects and self
• Enveloping – covering themselves or objects, exploring how things can be hidden or covered
• Connection – joining, connecting, linking, exploring how objects fit together
• Transformation – exploring the way things can change when mixed, combined or separated
Schema Theory
THEORY, NEUROSCIENCE AND UNDERSTANDING SCHEMAS
The concept of schemas in early childhood originated from psychologist Jean Piaget. Piaget discovered that working with schemas helps us build learning around children's understanding of their world, effectively scaffolding upon previous learning to expand children's concepts and ideas. Piaget theorised schemas as cognitive frameworks or concepts that help people organise and interpret information (1929, Piajet).
NEUROSCIENCE
While there is complex theory behind the idea of schemas and how to use them in early childhood, early childhood education and care is also informed by neuroscience which supports these theories.
Educators can use observation techniques in their practice to really identify where children's interests lie to provide better opportunities to engage and enhance children's learning.
Schema Theory
LEARNING THROUGH PLAY
We know that infants and young children learn best through play. These opportunities allow children to problem solve, question, predict, imagine, speculate, and develop independent choices as they make decisions in an area they are familiar with.
It is important to understand that children use play to develop a methodical, systematic, and logical collection of information through their senses and movements as they interact with educators, each other, objects, and materials within their environment
OBSERVATIONS...
Schemas are often described as patterns of repeated behaviour or urges which enable children to explore and express developing ideas and thoughts through their play and exploration.
The repetitive actions of schematic play enable children to construct meaning in what they are doing.
Practical Steps
PLANNING FOR SCHEMAS IN AN EARLY CHILDHOOD ENVIRONMENT…
When we use the knowledge and understanding of play schemas for planning learning and play opportunities within our environments we can:
Extend children’s learning and thinking
Intentionally design learning environments and opportunities that support children’s natural development and mastery of schemas
Fine-tune our observation skills and gain a greater awareness of each child’s interests and ways of thinking
Respond appropriately to children's interests and needs by genuinely following their lead
OBSERVE AND PLAN FORWARD
When wanting to plan for specific schemas it is important to observe the child, listen to their voice and actions to unpack what learning they are actually exploring.
PEDAGOGY NEWS July, 2023 Issue Vol. 7
Time to Reflect
LET'S REFLECT...
When observing a child through the lens of play schemas, try shifting the focus from containing and controlling their behaviour (think: throwing rocks in the outdoor space) to facilitating and allowing the pattern to be played out (think: throwing balls into a basket)
What schemas seem to be most prominent in your learning environment?
What schema's do you feel most challenged by and has your mindset shifted on any
PLAY SCHEMAS
IS TIME AND SPACE BEING ALLOWED FOR THE FULL EXPLORATION OF SCHEMAS OR DO ROUTINES GET IN THE WAY
