What are schemas and why do they matter? Again! Again! provides an introduction to understanding and supporting schemas and schema play in young children. Practitioners will find an overview of schemas with guidance on where they fit within the EYFS. There are examples of schemas, with illustrations and descriptions of common behaviour patterns, and these are set within the general context of child development. The intention is to help early years practitioners identify schemas and to understand both how important they are and the vital role they play in the growing child's learning. The aim is to help the reader understand how they can develop, plan and resource activities which support children's learning through experiment and play.
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This book provides an accessible introduction to schemas. Schemas are a vitally important element in young children's learning, and this book has been designed to help practioners recognise them, value them and help children use them as they build their understanding of the world.
| Preface |
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iv | |
| Introduction |
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v | |
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1 | (5) |
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6 | (13) |
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3 Schema play in the Revised Early Years Foundation Stage and the revised version of Development Matters |
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19 | (8) |
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4 The development of schemas in children's play and learning |
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27 | (9) |
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5 Supporting children's schema play |
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36 | (35) |
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71 | (6) |
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77 | (8) |
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8 Using observations of schemas in planning -- an example of practice |
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85 | (13) |
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9 Examples of planning and observation schedules used at Merrivale |
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98 | (3) |
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10 Working with other practitioners and settings |
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101 | (4) |
| Bibliography |
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105 | |
Sally Featherstone has a wealth of experience as a teacher, head teacher and a local authority advisor and inspector. In recent years, alongside her activities in publishing, Sally has continued to build a national reputation as a trainer and consultant in the Primary and Early Years field.
Stella Louis is an early years consultant and trainer for the London Borough of Southwark. While working as a nursery nurse in 1991, she attended a lecture on block play by Professor Tina Bruce. It was during this lecture that Stella was introduced to the concept of schemas as a tool to inform planning, provision and observations of babies and young children. Schemas fascinated Stella as she watched her own child, Hannah-Louise, grow explore and develop. In 2002 Stella completed an MA in Early Childhood Education. The introductory sections of this book have been based on Stellas work, whose idea the book was.
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