Blog: Schematic Play in a Childminding Setting

About the author: This blog has been written by Noreen Ismail who works as a childminder. She shares her experiences of supporting children’s schematic play within her home setting.

Schematic play is the repetitive actions (or patterns of behaviour) which children engage in as they explore and make sense of their world. There are many repetitive behaviours, the common ones being trajectory, positioning, enveloping, rotating, enclosing, transporting, connecting, transforming and orienteering. These are often referred to as schemas.

When I first started childminding, many years ago, I noticed these repetitive behaviours in my own children, and in the children I worked with. These included the throwing of toys, spinning the wheels of the buggy, lining up the cars, connecting the train track and so on. To understand more, I went to a seminar on schemas to find out why and how I could support these children. I had a great time looking at all the resources we could use to support the repetitive behaviours. I came back and straight away implemented lots of opportunities for the children to develop their schematic play, such as throwing balls in a specific area, providing them with gears to rotate and bringing out jigsaw puzzles for children to explore joining things together.

Understanding the terminology of ‘Schema’ and ‘Scheme’

Most authors and practitioners use the term ‘schemas’, which follows the pioneering work of Chris Athey (1990). However, Piaget (1969) first used the term ‘scheme’ when describing children’s repetitive behaviour, with the term ‘schema’ then being used to describe the figurative thought behind the behaviour. When the same term is used (schema) to describe both the repetitive actions and the cognitive framework which helps us organise our thinking – it can sometimes get rather confusing (Grimmer 2017). Lynette Brock (2021) of SchemaPlay™, emphasises the importance of understanding the difference between a’ schema’ and a ‘scheme’, to fully grasp how children learn through their actions.

She states that knowledge comprises of two components (scheme – operative) and (schema figurative). Children will not fully understand an object or word without the scheme (which is the function or effect of their action/s). When a child recalls an object such as a bucket, they do not recall their figurative, symbolic recognition (schema) of what an object might look like but the operative scheme of what they could do with it, for example a container as something to fill or to transport objects. The child may also develop figurative knowledge of prerequisites of maths e.g. capacity, volume, weight and measure. Children will go on to use their existing schemes to understand new schema context. They may also be applying two or more schemes at the same time within their schematic play.

Adapting the setting to support schematic play (please also see pictures below)

To better support schematic play, I adapted my setting’s culture and environment. I went on to complete additional training and gained a ‘Schematic Play’ accreditation. Through my learning, I implemented the following changes:

1. Observations – good observation skills are key to understanding the children and their play. In order to be able to observe the children and understand what themes or activities they are drawn to meant that I implemented ‘free flow’ play for a minimum of 2-3 hours a day. This ensured that children had enough time and space to engage and immerse themselves in rich, uninterrupted play experiences. As a childminder, I am there in the moment, observing and assessing when to give them a little bit more support to extend their learning, without breaking their flow. I have space available for the children to leave out their creations and come back to them on another day (even after the weekend.)

2. Continuous provision – I ensured that my environment was rich in materials and resources that support a variety of children’s schemas. I achieved this by conducting a resource audit based on the 24 different known schemas (some mentioned earlier). The resources I have available are easily accessible for the children to independently self-select and are consistent throughout the year. This allows the children to revisit and build up their skills, develop confidence, encourage exploration and engage in lots of repetitive play. In a childminder setting, we do not always have the space to have all resources out for all areas of learning, however the resources that we do get out can be selected well to follow the children’s interests and schematic behaviours.

3. Enhanced Provision – I continually added resources and provocations to the continuous provision to extend play and ensure that effective learning takes place. I always use lots of different resources that follow particular interests, such as books, dressing up and role play area enhancements which encourage children to explore different play themes and activities. The new focused materials and provocations spark their curiosity and imagination well.

4. Adult engagement – is important to scaffold children’s learning, in order for them to get the most from their play experiences. I sit back and observe (or play alongside the children) letting them lead their play. Once invited to play, I will always ask thought – provoking and open-ended questions, encouraging them to express their ideas, thoughts and feelings.

5. Peer collaboration – I set up play areas that follow the children’s interests (schemas). For example, a roleplay area for building, with safety helmets and glasses, hi-vis vests, toy axes and wood connected with Velcro available. This supportive and inclusive environment enables all the children to share their experience, ideas and increases opportunities to communicate with their peers.

6. Reflect and adapt – sometimes, I misinterpret the child’s line of enquiry and the child does not use or go any further with the enhanced resources. With continuous observations, I am able to reflect and adapt. For example, a child with the trajectory schema, was using the cardboard tube to hit objects (and heads). To re-focus his play, I hung blown up gloves (as in the moment balloons were not available) for him to hit. He tried this but quickly moved on. With further observation, it was evident that he was actually exploring the sound different objects made. I then provided him with a variety of materials to hit. We also watched a hammer and an axe being use to chop wood. The child was so absorbed with the axe’s vertical trajectory motion that he then started to connect Lego to make an axe so he could then try out the same motion himself. This play was further enhanced by adding blocks of wood (that were connected with Velcro) for him to chop with a toy axe and further explore the trajectory schema. I also provided a hi-vis vest, helmet and safety glasses so he could really embrace this role further!

Schematic play and the EYFS areas of learning

Schematic play aligns with the principles and goals of the EYFS framework, including observation and planning, the characteristics of effective learning and the seven areas of learning. Within the prime areas, schematic play offers opportunities for children to explore, experiment, and make connections with their environment.

For example:

1. Personal, Social and Emotional Development: Schematic play fosters self-awareness, empathy, and social skills as children engage in cooperative play, negotiate roles, and develop relationships with peers.

2. Communication and Language: Through schematic play, children practice verbal and non-verbal communication skills as they discuss their ideas, negotiate rules, and express their thoughts and feelings.

3. Physical Development: Schematic play encourages fine and gross motor skills development as children manipulate objects, build structures, and engage in sensory experiences. By recognising and supporting children’s schematic play, educators can enhance learning experiences within the EYFS framework, promoting holistic development across various domains.

References:

Athey, C. (1990) Extending Thought in Young Children, London: Sage Publications

Grimmer, T (2017) Observing and developing schematic behaviour in young children: a professional’s guide for supporting children’s learning, play and development, London:  Jessica Kingsley Publishers

Piaget, J. (1969) The Mechanisms of Perception; translated [from the French] by G.N. Seagrim, London: Routledge & K. Paul

Siraj-Blatchford, J. and Brock, L. (2021) SchemaPlay: An Embodied, Ecological and child-Centred Approach to Early Childhood Education, UK: SchemPlay Publications