Understanding Schemas in Children's Play
December 2024
As parents and caregivers, you may have noticed certain behaviours in your tamariki — like repeating actions, carrying items from one place to another, or engaging in activities like hiding and burrowing. You might wonder, “What’s going on?” These repetitive actions are more than just whims; they are essential aspects of children’s development known as schemas.
A schema is essentially a pattern of thought or behaviour demonstrated through repeated actions in play or art. Children often engage in these repetitive behaviours to explore and make sense of their world. For instance, if a child constantly drops objects from a table, they are not just playing; they are experimenting with gravity, cause and effect, and spatial awareness.
Children use repetition as a way to:
Explore Ideas: By revisiting a specific activity, they are testing their understanding and discovering new possibilities. This might include repeating songs or stories to grasp language patterns and rhythms.
Build Cognitive Structures: Repeating actions helps children create mental frameworks that aid in their learning processes. These frameworks allow them to categorize their experiences and understand the world more deeply.
Express Themselves: Repetitive play often reflects what is significant to a child at that moment. It can be a way for them to express feelings, ideas, or narratives they are processing.
Here are a few examples of schemas you might observe:
• Positioning or ordering – arranging things a certain way or in a pattern, lining things up. More about Positioning or Ordering Here
• Connecting or disconnecting – joining, sticking or tying things together, or knocking things down, taking them apart. More about Connecting or Disconnecting Here
• Trajectory – a fascination with movement, often explored through throwing of objects
• Rotation and circularity – a fascination with spinning, rolling, twisting, and rotation
• Enclosing – surrounding things by building fences or walls
• Transporting – moving things from place to place, often using bags or vehicles
• Enveloping – covering things completely, or enjoying being covered or hidden
• Orientation – observing objects from different viewpoints
• Transforming - is all about change and how things transform in substance or appearance
Understanding schemas can help you respond to your child’s behaviour in constructive ways:
Encourage Exploration: Provide varied materials and experiences related to their schema. If they enjoy transporting, consider giving them boxes or containers to fill and move around.
Engage in Conversation: Talk with them about what they are doing. Ask questions that encourage them to think about their actions, like “What happens if you throw this?” or “How does it feel when you build that?”
Be Patient: While some schemas may be frustrating (like throwing), remember that they are a crucial part of learning. Redirect the behaviour positively by providing safe ways to explore those impulses, like using soft balls or blocks.
Recognize Patterns: Take note of what schemas your child frequently engages in. This recognition can help you tailor activities that will further stimulate their learning and satisfy their curiosity.
Recognizing and understanding schemas in your child’s play can transform how you view their repetitive behaviours. Instead of seeing them as mere quirks, you can appreciate them as vital components of their growth and learning. By supporting their explorations, you can help them build knowledge and skills that will serve them for a lifetime. Embrace the journey of discovery together and enjoy the wonder that comes with it!
