Bruce argues that schemas are ‘biologically pre-determined and socio-culturally
influenced’ (Bruce, 1997, p. 73). In our experience as teachers, there is also a strong
connection to children’s feelings, linking here with the work of Goleman (1996).
The easiest way to explain schemas is to give an example. Nearly everyone who
has studied schemas has a story of how they first understood this concept and when
they really started to understand. In our experience of leading professional develop-
ment in this area, teachers of young children and parents can easily identify very
quickly what a schema is. They often talk about unexplained behaviours of young
children; something they, the adults, did not understand and then realised it might
be a schema.
My schema story is about my youngest child, Sovay. When Sovay was 2 years old
she used to put objects (any she could find) into plastic carrier bags and hang the
bags on the doors in our house. At any one time there could be up to 13 carrier bags
hanging up! At first I thought she was playing at shopping, but then I read Chris
Athey’s work on schemas. This highlighted for me that Sovay was in a containing
schema, she liked putting things inside. She did not seem to be interested in the
objects but her concern lay with putting things inside containers. If anything went
missing we knew where to look.Most frequently observed schemas
Athey identified many kinds of schemas in which young children were engaged. In
a study by Arnold (1997) the most frequently observed schemas were:- Envelopment– enveloping, covering or surrounding oneself, an object or a space.
You might see children interested in dens, things in boxes, envelopes, dressing up,
wrapping ‘presents’. Often children will paint or draw then fold the painting or
drawing to give it to you. - Trajectory – this can be an unsociable schema where children might throw things
as their interest lies with straight lines, arcs or curves. Children in this schema
might kick balls, throw things from one point to another, or be interested in
playing with toys that take them from one place to the other, for example tricy-
cles, bikes and scooters. - Enclosure– enclosing oneself, an object or space. Children in their play can be seen
putting a ‘fence’ around objects, building walls around them in block play. - Transporting– carrying objects or being carried from one place to the other. Have
you ever observed children filling up a pram with objects (not necessarily dolls),
then transporting the objects to another place in the nursery to unload? They will
then go and fetch other objects and unload again, making several other similar
journeys. Children also do this outside with trailers. - Connecting– an interest in connecting themselves to objects and objects to each
other, for example, children like to make and join things. They are very keen to
use sticky tape and paper clips. They like construction play.
Mathematical schemas 398657part 1b.qxd 04/07/2006 18:07 Page 39