Schemes are physical behaviours used to make sense of figurative thought (schemas) first discovered by Piaget. They are present in all Early Years settings around the world. There are at least 32 schemes (researched by Athey) with some research centres suggesting there are up to 96. I work with Schemaplay™ and we present on 24 common schemes. For this post I will not be referring to these, instead I will focus on what are often called the ‘simple view of schema.’
It's a complicated story but the term we use for repeated actions in the UK is ‘Schema.’ It shouldn’t be, but it is. So, for this post I’ll also use that when referring to the simple view.
What are Schemas?
Schemas are repeated actions that children use to make sense of the world around them. These repeated behaviours are often seen as destructive but can be used to plan more meaningful experiences.
Lists vary depending on who is writing about it but generally the ‘simple schemas’ are:
Trajectory, Rotation, Positioning, Containing, Enveloping, Connecting and Transporting
Let’s think about trajectory. This is throwing, dropping, rolling or sending an item off into the world, including make marks in one particular direction.
Schema-led planning takes a slightly different direction to interest-led planning because you’re providing opportunities to engage in the same action rather than collective interest. For example, if a child is throwing something, you provide more for them to throw. If it’s dropping, you provide items to drop. Doesn’t matter what the item itself is.
Behaviour management
Many practitioners struggle with certain schemas. Trajectory (throwing things) is very difficult to support when there’s a risk of a child getting hurt. I strongly suggest practitioners don’t shut down throwing when they see it happen. Instead suggest to the child this could hurt their friends (if they have understanding for this) and suggest another throwing activity such as throwing a beanbag into a bucket. This usually satisfies the schematic need.
Logistics of planning for schemas:
I suggest that staff who work with babies plan almost exclusively for schemas. Most new experiences can be introduced via this method. For toddler age children I suggest a mix of schematic planning mixed with interest-led approach. For pre-school and above I would be tuning into schema when they emerge and follow but by this age children will often be ‘moving beyond.’
Enhance in the moment as with the interest-led approach. Source resources from your cupboard, demonstrate examples of the schema in different contexts until you reach a natural stopping point. Make a note and pick this up in the future.
I’ve had to be quite careful what info I give away in this post as much of my work with Schemaplay™ is under copyright. Click here to find out more about working with me to train under Schemaplay™ and to become accredited.
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