The articles are a brief introduction to schemas, which are just one lens through which children's development and learning can be viewed.
Recognising and extending 'schemas' or 'patterns' of behaviour in young children provides a framework which helps parents and staff plan an exciting and challenging learning environment to support children's development.
Schemas can be regarded as a window into children's learning.
Generally, when children are playing schematically they are intrinsically motivated to learn, resulting in long periods of concentration. Through their schemas, children are 'fitting' various experiences into their current thinking.
If we closely observe children's actions we will spot patterns of repeated actions (schemas). They can help practitioners to extend their provision to meet the individual learning needs of the children in their care.
Note: children's occasional actions and fleeting interests should not be identified as schemas.
