When we notice a child doing something again and again, it’s often referred to as a schema or a repeated pattern of play.
If we recognise that repetitive actions are how the child is learning, then we can plan for the child’s future learning from their schemas, by offering similar activities which we think they might enjoy.
First though we have to spot the schema - here are some common schemas we might see in everyday play:
**Connecting: building / putting things together; making block towers; connecting magnet toys.
**Disconnecting: taking things apart; knocking down towers; deconstructing things.
**Enclosing: making dens; hiding in small spaces.
**Enveloping: wrapping; covering up; painting arms and hands.
**Gathering: collecting things together; making piles of toys.
**Giving / taking: feeling an urge to give things to someone and take them back again.
**Orientation: looking at the world from different angles; hanging upside down.
**Positioning: lining up toys; putting things in certain places.
**Rotation: watching spinning toys or the washing machine; moving your body in circles.
**Trajectory – throwing or dropping food or toys; walking up and down in a line; climbing – horizontal or vertical.
**Transforming: making something new; combining resources or food.
**Transporting: carrying / moving things from one place to another in baskets and bags.
It is important to recognise what the child is learning through their schema. For example, you will notice that there is a lot of movement in children's schemas (because children need to move in their play) and we see many early maths concepts in the schemas – the child might be exploring speed, distance, weight, height, length, capacity and angles while moving in different ways.
We cannot stop the child from exploring their schema – it is important we go with the flow and allow them to play in their own unique way.
The repeated play interests them and the statutory framework in England, the Early Years Foundation Stage (EYFS, 2021) tells us that we must, ‘consider the individual needs, interests, and development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all areas of learning and development.’
Therefore, we need to support their schema and value their current ways of developing their brains, which we can do by providing space, time and resources for children to enjoy their schema.
However, some schemas can be dangerous, so we do need to consider how we support children while keeping them and their friends safe. For example, we suggest children throw balls outside and we provide them with paper balls inside where someone might be hurt or we redirect children who are playing dangerously to a safer game.
We want children to be curious, independent learners who are excited to explore the world around them – we are more likely to see this when our environments and resources link to their current interests and schemas.
Childcare.co.uk gold members will find a series of schema information sheets that can be shared with parents here: https://www.childcare.co.uk/eyfs/schemas.
I have an e-book for sale all about schemas on my https://www.knutsfordchildminding.co.uk/ website.
Chat soon, Sarah.