Schem

The Action
aand the
Theory.

Focus Points
Introduction to Upsy Daisy
The theory of schema
What are Upsy Daisys prevailing
schemas
What is being observed at home
Next Steps planning through schema
Conclusion.

The Context Meet Upsy

Daisy!

The theory of schema.

Piaget (1896-1980) was interested in cognitive

development. He believed children go through 4
developmental stages - stage level theory.
Piaget defined schemas as cognitive structures or
mental maps He believed these function at the four
levels of the stage level theory.
Stage 1.
The sensori-motor stage.
Level 2.
Symbolic development and Language
development.
Level 3.
Function dependency.
Level 4.
The development of thought.

(Featherstone 2008:16)

The theory of schema

Athey carried out research in 1972 about schema

based on Piagets stage level theory .

A schema, therefore, is a pattern of repeatable

behaviour which experiences are assimilated and that

are gradually co-coordinated. Co-ordinations lead to
higher-level and more powerful schemas
(Athey
2008:50)

Bruce who also carried out research on schemas in

the 1970s says schemas are biological and sociocultural.
They are always adjusting and changing in the light
of experience. (Bruce 2005:73)
Bruce also based her work on Piagets stage level
theory.

Name that schema?

How do we know its

containing and
enveloping?

Athey (2008: 139-148) refers to, Putting

objects inside and outside, wrapping up,
covering up/over, containers/enclosures.
Nutbrown (2006:44-50) refers to
covering up, climbing inside, objects
inside containers, filling containers.
Bruce (2005:87 & 49) refers to
inside/outside, under, enclosing,
wrapping up.

Are the Schemas observed in other

contexts.

Schema Clusters.

The observations have shown a cluster of containing and

enveloping. The containing was the dominant schema, the more
this was repeated in different contexts, so the enveloping
evolved.
Davies and Howe (2007:245) state schemas are often in clusters
part of whole networks of senses, actions and thinking.
Bruce (2002) supports Davies and Howe statement and says that
the networking develops the childs learning into more complex
forms. This links to Atheys ideas of more powerful schemas.
Schema clusters follow Piagets concepts of
Assimilation
Accommodation
Equilibration
(Anning & Edwards 2004:11-12).

Are the schemas evident

at home?

Time set aside to discuss the concepts of

schema with photographs.
The parent is the childs first educator the
expert.
The parents were genuinely respected and
recognised as experts on their own
children
(Athey 2008:202)

Observations from home.

Next Steps Planning through

Schema.

Planning Considerations
Assessment

for learning.

Nutbrown
(2006:127) says the process of assessment
illuminates childrens thinking and their
capabilities.

Developing

schema.

language through

Linking language to the schema.

Nutbrown (2006:72 & 73) says action,
thinking and language are all linked together
and support schematic play patterns.

The Dressing up activity.

Evaluation and reflections

of the activity.
Upsy

Daisy came back to the activity

on 2 more occasions that day.
Dressing up items now permanently
available in a basket, she frequently
visits the basket.
Next steps develop the dressing up to
dressing dolls.

Evaluation and reflections

of the activity The theory
involvement scale (Bertram & Pascal
1997). Dressing up Level 5 (Sustained
intense activity). Engaged for approximately
25 minutes.
Used in conjunction with trying to identify
schemas it allows adults to observe when a
child may be most deeply involved in their
play (Whittaker 2007)
What level is Upsy Daisy functioning at in
her schematic play patterns? Piaget and
Bruces stage level theory.

Child

To Conclude..
Schema theory can be identified as the journey
from perception to integrating experience and
thinking. (Martin 2008).

Schemas provide insight to childrens learning, for

the schematic interests to develop there needs to
be a rich learning environment, experiential play
and learning, responsive, observant adults to
support, guide and gently challenge the schematic
interests.
Can we conclude Upsy Daisys journey? Bruce and
Athey would argue no, the observations reflect this.

References

Anning,A & Edwards, A. (2004) Young Children as Learners.In

Miller, L & Devereux, J. Eds. Supporting Childrens Learning in
the Early Years.London: David Fulton
Athey, C (2008) Extending Thought in Young Children: A Parent
Teacher Partnership. 2nd Edition. London: PCP Publishing.
Bertram,T. & Pascal, C. (1997) Effective Early Learning Project:
Child Involvement Scale [online] Available from: http://www.decs
.sa.gov.au/farnorthandaboriginallands/files/links/link_104984.pdf
[accessed 23.12.2009]
Bruce, T (2002). Brain Power. Nursery World Magazine. 6 June.
[online] Available from:
http://www.nurseryworld.co.uk/news/725619/Brain-Power/
[accessed 23.12.2009]
Bruce, T (2005) Early Childhood Education. 3rd Edition. London:
Hodder Education.

References continued.

Davies, D & Howe, A ( 2007) What does it mean to be

creative. In: Moyles, J. Eds. Early Years Foundations:Meeting
the Challenge. Maidenhead: Open University. pp 239-252.
Featherstone, S. ed. (2008) Again Again!: Understanding
schemas in young children. London: A&C Black.
Martin, M. (2008) Chris Athey; John Dewey. Early Years
Educator. Volume 10 No 3 July 2008.pp24-26.
Nutbrown, C (2006) Threads of Thinking: Young Children
Learning and the Role of Early Education. 3rd Edition.London:
SAGE.
Whittaker,W.(2007) Schemas are a tool through which
practitioners and parents can interact more effectively with
children and enhance their learning by using a childs natural
motivation to learn. Early Years Educator. Volume 9 No 4
August 2007.pp39-44.