Piaget (1952) defined a schema as 'a cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning'.

“Schemas begin from birth “Schemas begin from birth. Initially schemas are very simple but they will develop rapidly if they are supported. Research has shown that brain paths develop faster when connections are supported; schemas are a way of supporting children and extending their learning.” (http://www.stickyfingerspreschoolvigovillage.com/schemas.html)

“Knowing about these urges can help us to understand why our children are so determined to do certain things that we might not understand. If we have no idea about the way in which a child exhibits signs of brain development, then we might actually think that the child is being 'difficult‘,or we might even try to stop the developmental urges themselves. By knowing about these schemas we can recognise and support their urges and development.” (http://www.nature-play.co.uk/blog/schemas-in-childrens-play)

Trajectory Wanting to see things move / feel movement with their bodies Connection Wanting to connect things or join things together Transporting Wanting to move things from one place to another Enveloping Wanting to cover things or themselves Enclosure / Containing Wanting to enclose themselves or objects (e.g climbing into a box / build enclosures around small world toys) Rotation Fascination with spinning Positioning Wanting to position resources in different ways Transforming Wanting to explore how things can be changed Disconnecting Wanting to undo things, pull things apart, knock things down.