By Julie Pearson
As educators we support and value the unique child in our settings, but do we really understand what their play is telling us?
Are we able to recognise and observe repeated actions in play and see them as schemas?
What is a schema?
Constructivist theorist defined a schema as: "a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning…” describing schemas as “being the basic building blocks of human intelligence."
Chris Athey builds upon Piaget’s theories and describes them as a “pattern of repeatable and generalised action".
So, are we able to recognise these patterns of play within our own settings and in the behaviour of our children?
Enabling our environment
Do we fully consider the individual patterns of play as demonstrated by a trajectory, rotational or enveloping schema?
Do we embrace an enclosing, connecting or orienteering schema when thinking about our indoor and outdoor environments?
Do we understand how invaluable getting our environment right, really is? It plays such an invaluable role in stretching and scaffolding our children’s learning based on their interests and more importantly, on the way they learn.
So, what opportunities and resources should we be offering our children to support this exploration in play?
Do we give our children enough time to embed their learning? Do we give them access to similar resources to enable the repeated patterns needed or do we still constantly change what we have available in the room in accordance with what we have planned for that day?
Are we truly reflective in our practice and do we see the value of the moment or are we hurried in order to get to that “next stage” of development?
Communication and language
Developing children’s communication and language is one of the cornerstones of children’s development.
It helps them to put a name to their feelings, to express their wants and desires, to be understood. So, wouldn’t you agree that our understanding of schemas and of the way our children learn, plays a significant role in supporting children’s developing language?
As educators we need to acknowledge every opportunity to extend or stretch children’s communication.
Every moment can be a learning moment for both educator and child, so we need to be constantly reflective in our practice, our own communication and language and in our own behaviour modelling.
Parents in partnership
So, knowing what we know as educators how do we help parents understand that their child learns using a trajectory schema, for example, and that their broken toys may be a result of this?
Can we involve our parents by sharing our knowledge and helping them understand their child’s method of learning?
Do we provide information in such a way that is celebratory and offer tips to help with play at home?
We need our children to feel confident in exploring these repeated patterns of play both at home and at our settings.
They need time and understanding from all, to explore and truly embed their learning.
The positive relationships we nurture with our children and their families, will help us observe and support all children’s interests.
By enabling our environments and seizing every moment, we will help our children’s future thinking.
Booking now: Exploring schemas
To explore schematic play in more detail book a place on our Alliance Spotlight online session on Wednesday 17 November.
The session will look at what schemas are, how to recognise them and how you can offer first-hand experiences for children within your setting to support these play patterns.
Observing and understanding schemas in children's play can truly support the unique child.
Wednesday 17 November, 12pm - 1pm
Alliance members: £12
Non-members: £24
