Practice Guidance for the Early Years Foundation Stage makes clear the vital link between schemas and child development and states that practitioners should 'encourage young children as they explore particular patterns of thought or movement, sometimes referred to as schemas' (Practice Guidance for the EYFS (2008:79)). So, what are schemas and how do they aid learning?
The glossary to the May 2006 EYFS consultation document defines schemas as 'patterns of repeated behaviour in children. Children often have a very strong drive to repeat actions such as moving things from one place to another, covering things up and putting things into containers, or moving in circles or throwing things. These patterns can often be observed running through their play and will vary between one child and another. If practitioners build on these interests, powerful learning can take place.'
Register now to continue reading
Thank you for visiting Nursery World and making use of our archive of more than 35,000 expert features, subject guides, case studies and policy updates. Why not register today and enjoy the following great benefits:
What's included
-
Free access to 4 subscriber-only articles per month
-
Unlimited access to news and opinion
-
Email newsletter providing activity ideas, best practice and breaking news
Already have an account? Sign in here