Linking schematic behaviours with well-loved stories, songs and rhymes, providing a flexible environment with opportunity to combine materials and extending provision outdoors helps children make connections in meaningful ways. The active and creative ways in which children learn and how they think about the world and make sense of their experiences of it enable us to go deeper, broader and forward with planning for the development and learning. child’s A planning will be more appropriate if occasional actions and fleeting practitioner’s interests are not identified as schemas. Daily, ongoing observations of children’s interests will significantly inform both planning and provision Identifying schemas and supporting learning Knowledge of schemas and understanding schematic behaviour in young children can help practitioners to: understand why children are doing certain things describe actions and behaviours in new ways children’s understanding of their support parents’ children’s learning inform planning for individual interests, preoccupations and abilities children’s be more effective in supporting learning through thought extension children’s and modelling of language, and the provision of enjoyable experiences provide real and first-hand experiences for exploration and experimentation enable repetition of opportunities Why not create a schema display for parents to prompt conversations about their fascinations at home and in the setting? children’s
Linking schematic behaviours with well-loved stories, songs and rhymes, providing a flexible environment with opportunity to combine materials and extending provision outdoors helps children make connections in meaningful ways. The active and creative ways in which children learn and how they think about the world and make sense of their experiences of it enable us to go deeper, broader and forward with planning for the child’s development and learning. A practitioner’s planning will be more appropriate if occasional actions and fleeting interests are not identified as schemas. Daily, ongoing observations of children’s interests will significantly inform both planning and provision Identifying schemas and supporting learning Knowledge of schemas and understanding schematic behaviour in young children can help practitioners to: understand why children are doing certain things describe children’s actions and behaviours in new ways support parents’ understanding of their children’s learning inform planning for children’s individual interests, preoccupations and abilities be more effective in supporting children’s learning through thought extension and modelling of language, and the provision of enjoyable experiences provide real and first-hand experiences for exploration and experimentation enable repetition of opportunities Why not create a schema display for parents to prompt conversations about their children’s fascinations at home and in the setting?