Schemas: repeated patterns of behaviour
Chris Athey’s work on schemas has been influential in helping adults understand the
importance of repetition in children’s learning.
Athey built on the work of Piaget on how children come to construct understanding through
experience. Athey defines a schema as “a pattern of repeatable behaviour into which
experiences are assimilated and that are gradually co-ordinated. Co-ordinations lead to higher-
level and more powerful schemas.” Athey (2007: 50)
How do schemas work?
A child will have an area in which they are mainly interested at any one time. To learn about
how this aspect of the world works they will repeat an action over and over again until they
understand this in different contexts. In addition to repeating an action a child will look for other
ways to explore their interest.
Here are some common patterns of behaviour seen in many children. If you are aware of
schemas, when you observe children you may see these sorts of behaviours repeated regularly.
It is important to remember that children may be working with more than one schema at a time,
and that if you want to plan for children based on their schemas you should observe involved
behaviour regularly – fleeting interests are not schemas.
Schema Possible Behaviour Example extension ideas
Trajectory Throwing items in various directions, Target practice; Play with ribbons
climbing up and jumping off waving them up and down or side to
side; Build towers from a variety of
materials; Make zebra crossings
Enveloping Wrapping self in a blanket, covering Make dens; have layers of clothing
whole painting with one colour, putting available; practice wrapping presents
notes in envelopes to post or putting letters into envelopes;
Make houses with roofs
Enclosure Filling and emptying containers, Use lego boards etc. to develop
climbing into boxes , making dens building houses; Design borders on
paper.
Transporting Carrying small items round in bags Give items that can be moved; Take
and buckets, pushing other children on picnics or trips to see trains,
and objects round in prams and buses etc. transporting people; draw
maps, follow roads
pushchairs
Rotation Rolling and being spun round, playing Visit roundabouts, roll with rolling
with wheeled toys, watching the pins, explore cogs and water wheels
washing machine etc.
Connection Joining furniture with wool or ribbon , Make trains and carriages; Look at
joining train tracks together, sticking different types of knots; explore with
boxes and models together a stapler and other office materials to
join paper together; Use building
materials and construction sets that
join together
Positioning Lining up objects, walking round the Have lots of items that can be lined
edge of things, being particular about up, use the interest to practice
where food goes on their plate sorting and positioning language.
Make caterpillars or trains etc.
Assembling Making piles, or arranging things by Use construction items that can be
lining items up or stacking things piled such as wooden bricks; Give
randomly or neatly scarfs etc you are happy to pile.
Chris Athey’s work on schemas has been influential in helping adults understand the
importance of repetition in children’s learning.
Athey built on the work of Piaget on how children come to construct understanding through
experience. Athey defines a schema as “a pattern of repeatable behaviour into which
experiences are assimilated and that are gradually co-ordinated. Co-ordinations lead to higher-
level and more powerful schemas.” Athey (2007: 50)
How do schemas work?
A child will have an area in which they are mainly interested at any one time. To learn about
how this aspect of the world works they will repeat an action over and over again until they
understand this in different contexts. In addition to repeating an action a child will look for other
ways to explore their interest.
Here are some common patterns of behaviour seen in many children. If you are aware of
schemas, when you observe children you may see these sorts of behaviours repeated regularly.
It is important to remember that children may be working with more than one schema at a time,
and that if you want to plan for children based on their schemas you should observe involved
behaviour regularly – fleeting interests are not schemas.
Schema Possible Behaviour Example extension ideas
Trajectory Throwing items in various directions, Target practice; Play with ribbons
climbing up and jumping off waving them up and down or side to
side; Build towers from a variety of
materials; Make zebra crossings
Enveloping Wrapping self in a blanket, covering Make dens; have layers of clothing
whole painting with one colour, putting available; practice wrapping presents
notes in envelopes to post or putting letters into envelopes;
Make houses with roofs
Enclosure Filling and emptying containers, Use lego boards etc. to develop
climbing into boxes , making dens building houses; Design borders on
paper.
Transporting Carrying small items round in bags Give items that can be moved; Take
and buckets, pushing other children on picnics or trips to see trains,
and objects round in prams and buses etc. transporting people; draw
maps, follow roads
pushchairs
Rotation Rolling and being spun round, playing Visit roundabouts, roll with rolling
with wheeled toys, watching the pins, explore cogs and water wheels
washing machine etc.
Connection Joining furniture with wool or ribbon , Make trains and carriages; Look at
joining train tracks together, sticking different types of knots; explore with
boxes and models together a stapler and other office materials to
join paper together; Use building
materials and construction sets that
join together
Positioning Lining up objects, walking round the Have lots of items that can be lined
edge of things, being particular about up, use the interest to practice
where food goes on their plate sorting and positioning language.
Make caterpillars or trains etc.
Assembling Making piles, or arranging things by Use construction items that can be
lining items up or stacking things piled such as wooden bricks; Give
randomly or neatly scarfs etc you are happy to pile.
