Schema 101: Understanding play schemas in layperson language

Picture this: your little one is throwing their toys around the room, and you’re feeling a mix of frustration and worry. You might be thinking, “Why can’t they just sit still for a minute?” But hold on! Before you pull your hair out, let’s take a moment to consider what’s really happening. What if I told you that this behaviour isn’t just mischief? It is actually a sign that your child is exploring something called a schema. 

When children play, it can seem like they are just engaging in random activities to the tired adult mind. However, these behaviours often align with developmental patterns called "play schemas." Understanding these schemas can help you support your child’s natural development, provide appropriate learning environments, and even make sense of behaviours that might initially appear frustrating or confusing. 

Have I got your attention now? Good! 

Think of schemas as the mental building blocks that help little kids understand the world around them. When they engage in certain behaviours and play—like throwing toys or stacking blocks—they're not just playing; they’re actively learning and making sense of their experiences.  

For instance, when your child throws that toy across the room, they might be experimenting with the trajectory schema. They’re discovering how things move, how far they can throw, and even the different sounds that toys make when they hit the ground. It’s all part of their natural curiosity! 

Let’s dive deeper into the world of schemas and discover how they can help you understand and support our little one better. 

Short history lesson first…Who created or discovered this concept? 

Swiss psychologist Jean Piaget was one of the first to use the term “schema” in the 1920s, defining it as a cohesive, repeatable action sequence that is interconnected and governed by a core meaning​. His Theory of Cognitive Development emphasized that children think differently than adults and have an innate desire to learn by constantly taking in information from the world around them, much like a sponge absorbs water. 

Definitions of Schemas 

• Merriam-Webster: Schemas are "mental codification of experience that includes a particular organized way of perceiving cognitively and responding to a complex situation or set of stimuli." 

• Dictionary.com: Schemas are "an underlying organizational pattern or structure; conceptual framework." A schema provides the basis by which someone relates to the events they experience 

• Oxfordreference.com : A plan, diagram, or outline, especially a mental representation of some aspect of experience, based on prior experience and memory, structured in such a way as to facilitate (and sometimes to distort) perception, cognition, the drawing of inferences, or the interpretation of new information in terms of existing knowledge 

What Are Play Schemas in layperson language? 

Think of them as mental shortcuts or instructions that children use to navigate their experiences. Just as adults rely on schemas to perform everyday tasks—like making a sandwich or driving a car—children use them to make sense of their surroundings. They are the invisible threads that connect their actions, thoughts, and feelings. Schemas typically emerge in early childhood, around six months of age, and can continue to develop until about six years old. During this time, children may exhibit multiple schemas simultaneously, each one reflecting their unique interests and developmental stage. They will also exhibit patterns of repeated behaviour through which they explore and express their developing ideas. As children engage in these repetitive actions, they construct meaning and learn about their environment, making sense of how things work in the world around them. 

Why Understanding Play Schemas Matters for Adults 

Now that we know that a schema is like a mental framework that kids use to make sense of the world around them. When they play, they're not just having fun - they're actively building these frameworks by exploring patterns and testing out ideas. It's like their brain is a big filing cabinet, and every time they do something new, they're adding another file to help them understand how things work. 

Understanding schemas is essential for parents, educators, and anyone who interacts with children. Recognizing that certain behaviours stem from a child's natural exploration can transform how we respond to what might initially seem like misbehaviour. So, when your little one throws food off their highchair, they are not simply being naughty; they are experimenting with the trajectory schema, learning about cause and effect with each drop.  

They maybe really into stacking and lining up their toys - that's the positioning schema, which helps them understand order and patterns.  

Why Do Schemas Matter for children? 

Schemas are crucial for several reasons: 

1. Understanding the World: They help children make sense of their experiences, allowing them to predict outcomes based on prior knowledge. For instance, if a child learns that dropping a ball causes it to bounce, they can apply that understanding to other objects. 
2. Encouraging Exploration: Schemas drive children's natural curiosity and urge to explore. When they engage in schema-based play, they are essentially experimenting with the world around them, testing hypotheses, and learning through trial and error. 
3. Promoting Cognitive Development: By engaging in schema play, children develop critical thinking and problem-solving skills. They learn to connect ideas and concepts, which lays the foundation for more complex cognitive abilities in the future. 
4. Fostering Emotional Growth: Understanding schemas can also help you to respond to children's behaviours more effectively. Instead of viewing certain actions as "bad," recognizing them as part of a child's natural exploration can lead to more constructive interactions. 

What Common Types of Schemas are there? 

Schemas can be categorized into various types, each reflecting different aspects of a child's exploration. Here are some of the most common schemas observed in early childhood:

1. Connection Schema

Children with a connection schema are fascinated by how objects relate to one another. They might enjoy building with blocks, connecting train tracks, or tying things together. This schema encourages them to explore concepts of size, shape, and the forces of pushing and pulling.

2. Transformation Schema

The transformation schema involves a child's interest in change and transformation. Children may experiment with mixing colours, playing with playdough, or observing the lifecycle of a butterfly. They learn about cause and effect as they manipulate materials and observe the outcomes.

3. Orientation Schema

Children developing an orientation schema are curious about how objects look from different angles. They might turn toys upside down or hang upside down themselves to view the world from a new perspective. This schema fosters spatial awareness and visual exploration.

4. Trajectory Schema

The trajectory schema is all about movement and how objects travel through space. Children may throw balls, drop toys, or run around to explore how things move. This schema helps them understand concepts like gravity and force.

5. Positioning Schema

Children with a positioning schema enjoy organizing and arranging objects. They might line up their toys, stack blocks, or create patterns. This schema encourages them to explore concepts of order and arrangement.

6. Enveloping Schema

This schema involves wrapping and covering objects. Children may enjoy putting toys in boxes, wrapping themselves in blankets, or swaddling dolls. It helps them understand boundaries and containment.

7. Enclosing Schema

Similar to the enveloping schema, the enclosing schema focuses on creating boundaries. Children might build forts or create fences for their toys. This schema fosters creativity and spatial awareness.

8. Rotation Schema

Children exploring the rotation schema are captivated by circular motion. They might spin in circles, play with wheels, or use toys that rotate. This schema enhances their understanding of movement and mechanics.

9. Transportation Schema

The transportation schema involves moving objects from one place to another. Children might use baskets, wheelbarrows, or their hands to transport items. This schema encourages exploration of space and movement. 

Supporting Schema Play 

Understanding schemas is not just an academic exercise; it has practical implications for day-to-day life and how we interact with our children. Here are some ways to support schema play: 

• Observe and Identify: Pay attention to your child's play patterns and identify which schemas they are exploring. Are they constantly stacking blocks? They might be working on their positioning schema! 

• Provide Resources: Offer a variety of materials and activities that align with your child's schemas. For example, if they are interested in transformation, provide art supplies for mixing colours or a science kit for simple experiments. Or if they love the connection schema (joining things together), provide lots of materials for them to tie, connect, and build with. 

• Encourage Exploration: Allow your child the freedom to explore their interests. Create an environment where they can experiment, make messes, and learn through play. If they're into the enveloping schema (covering things up), you could set up a cozy fort for them to play in. 

• Engage in Play: Join your child in their play. Ask open-ended questions to encourage deeper thinking and exploration. For instance, if they are building a tower, ask them how they think it will balance. 

• Reflect and Adapt: After observing your child's play, reflect on how you can adapt your approach to better support their learning. This might involve introducing new materials or changing the environment to spark their curiosity. 

For Activity ideas to support your child’s schemas along with the words to support the schemas check out our Play Schema Cards. 

How Do Play Schemas Align with Montessori? 

The Montessori philosophy emphasizes child-centred learning and observing children's interests, skill levels, and needs to plan their environment and activities accordingly. Recognizing play schemas complements and aligns with the Montessori Method by creating a prepared environment customised to your child's interests (schema) and their sensitive periods. Sensitive periods as identified by Maria Montessori are specific times in a child's development when they are particularly receptive to learning certain skills or concepts. Maria Montessori identified these periods as crucial windows of opportunity for growth, during which children exhibit heightened interest and capability in specific areas. These sensitive periods can be observed in various domains, including language, movement, social skills, and sensory experiences. Read more in detail here. 

Final thoughts  

Schemas are the unsung heroes of childhood development, providing the framework through which children explore, learn, and grow Understanding schemas can help you see your child's behaviour in a new light. Instead of feeling overwhelmed, you can embrace these moments as opportunities for learning. By recognizing the schema your child is in, you can provide them with appropriate activities that satisfy their curiosity and channel their energy in constructive ways. So, the next time your child seems to be acting out, take a breath and think about what they might be exploring. It’s not just chaos; it’s a window into their developing mind! 

And if your little one seems to be stuck on a particular behaviour, take a step back and think about what schema they might be exploring. It's not misbehaving - it's their brain at work! With a little understanding and support, you can help nurture their natural curiosity and set them up for success. 

For Activity ideas to support your child’s schemas along with the words to support the schemas check out our Play Schema Cards 

For those interested in diving deeper into the world of schemas, consider exploring the following references: 

The Evolution of Schema Theory 

Since Piaget’s time, the concept of schemas has evolved, with contributions from various scholars. British psychologist Frederic Bartlett delved into how schemas relate to memory in his 1932 book, Remembering, discussing how our brains use schemas to process and recall information  

Educational psychologist Richard Anderson emphasized the importance of understanding children's schemas in education in his 1977 paper, The Notion of Schemata and the Educational Enterprise  

In more recent times, Chris Athey, a constructivist educator, further developed the idea of play schemas, focusing on how they manifest in children's behaviour and learning. Her work has highlighted the significance of recognizing these schemas to create supportive learning environments for children  

References: 

• Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press. 

• Bartlett, F. C. (1932). Remembering: A Study in Experimental and Social Psychology. Cambridge University Press. 

• Anderson, R. C. (1977). "The Notion of Schemata and the Educational Enterprise: General Discussion of the Conference." In Schooling and the Acquisition of Knowledge (pp. 415-430). Hillsdale, NJ: Erlbaum.