“Schemas are patterns of linked behaviours which the child can generalise and use in a whole variety of different situations. It is best to think os schemas as a cluster of pieces which fit together.”
(Bruce, 1996)
“A schema is a pattern of repeated actions. Clusters of schemas develop onto later concepts.”
(Athey, 2003)
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Schema |
Description of possible behaviours |
| Transporting |
A child may carry all the bricks from one place to another in a bag, the sand from the tray to the home corner in a bucket, push a friend around in a toy pram. |
| Enveloping |
A child may cover themselves in a flannel when washing, wrap dolls and toys up in blankets and fabric, cover their painting with one colour. |
| Enclosure/containing |
A child may put their thumb in and out of their mouth, fill up and empty containers of all kinds, climb into large cartons, sit in the tunnel, build ‘cages’ with blocks. |
| Trajectory;Diagonal/vertical/horizontal |
A child may gaze at your face, drop things from their cot, make arcs in their spilt food with their hand, play with the running water in the bathroom, climb up and jump off furniture, line up the cars, bounce and kick balls, throw. |
| Rotation |
A child may be fascinated by the spinning washing machine, love anything with wheels, roll down a hill, enjoy spinning round or being swung around. |
| Connection |
A child may distribute and collect objects to and from a practitioner, spend time joining the train tracks together, stick the masking tape form across form the table to the chair. |
| Positioning |
A child may put things on their head, prefer their custard next to their sponge not over it, lie on the floor or under the table. |
| Transforming |
A child may add juice to their mashed potato, sand to the water tray, enjoy adding colour to cornflour or making dough. |
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