area is particularly important to extend children’s schemas. Many of the mathemat-
ical concepts bound up in visits also nourish schematic development. Athey found
that the details picked up from the visits were explored by the children when they
went back to their nursery setting. On page 50–1 we focus on the way in which an
informal local visit supported children’s current interest in spirals.
To support the mark-making of children’s schematical thinking, teachers first have
to value the marks the children make. Secondly, children need opportunities to
make marks both inside and outside. Materials need to be readily accessible (dis-
cussed in Chapter 8).Observing schemas in a school setting
Studies of schemas in England have focused on children in pre-school and nursery
settings (Athey, 1990; Bruce, 1997; Nutbrown, 1994). There are now indications that
teachers’ interest in schemas extends further afield (see for example Meade, 1995).
However, the schema examples in this chapter show that the school environment
can also support schemas and high levels of cognitive challenge.
Athey (1990) argues that rich experiences enhance and extend children’s schemas,
contributing to the active construction of knowledge and development of children’s
cognitive capacities. But when young children sit at tables following teacher-directed
tasks, or on the carpet listening passively for long periods, they will not be able to
explore their schemas. This has considerable implications for their cognitive devel-
opment in the long term, including their mathematical understanding.Starting with the home
This section draws on a study of levels of cognitive challenge within a class of 4–6 year olds
(Worthington, 1996b).
Parents are vital partners in sharing knowledge of their children’s behaviour. Fam-
ilies’ knowledge of their children can contribute to a fuller understanding of the
young child’s history and socio-cultural background in all areas of their develop-
ment. Through their observations of children – especially of children playing – staff
in Early Years settings continually increase their knowledge of the children’s per-
sonal interests, skills and concerns. When staff and families share information, this
can contribute to appropriate support and extension of children’s observed schemas
and mark-making (Athey, 1990).
A group of parents of children in my class of 4–6-year-olds had become very inter-
ested in sharing ideas of ways to support their children’s development at home, first
of reading, then writing. The parents’ group suggested they focus next on mathe-
matics. I was excited about the observations of children’s schemas I was making
daily, and the parents were interested to know more. A meeting open to all families
triggered many responses from parents who recognised similar schema behaviours
in their own children at home. Subsequently several parents responded to an invi-
tation to keep a diary of their own children’s patterns of behaviour for several days.44 Children’s Mathematics8657part 1b.qxd 04/07/2006 18:07 Page 44