How-to Support Schemas?

How-to Support Schemas?

Plan activ­i­ties for spe­cific schemas based on her inter­ests. Give her mate­ri­als and guid­ance, and inter­act with her to acknowl­edge her inter­est and sup­port her.

If you don’t know where you are going, any road will get you there.” ~ Lewis Carroll

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Plan for schemas dur­ing your child’s early years based on her inter­ests. Use com­mon schemas while plan­ning her envi­ron­ment. Plan activ­i­ties for spe­cific schemas to enhance her expe­ri­ence. If you can­not observe her all the time, set up a time to observe her. Focus on one schema at a time and pro­vide activ­i­ties for it. Observe her learn­ing before plan­ning for more schemas and expand­ing her horizons.

Mate­ri­als

Open-ended mate­ri­als such as mask­ing tape and paper bags pro­vide far bet­ter learn­ing expe­ri­ence than expen­sive toys. Feel free to pro­vide her with squares, cir­cles, oblongs, blan­kets, bags, mix­ing bowls, wheel­bar­rows, ruck­sacks, trol­leys, balls, skit­tles, hoops, old tyres, etc. to sup­port her schemas.

Rules

Give her the free­dom to explore her schemas. Let her wrap things up in mask­ing tape, move plates and cups, or fold her paint­ings as she may please. Plan and intro­duce new ideas based on your obser­va­tions, but be care­ful not to impose the learn­ing on her.

Inter­ac­tions

Value your child’s actions. Talk to her about her actions, lis­ten to her, acknowl­edge her inter­est and sup­port her. Pro­vide her with expe­ri­ences to deepen her learn­ing. Do not hes­i­tate to broaden con­tent, read sto­ries that sup­port her schemas, help her make con­nec­tions and sug­gest other things to look at.

Ref­er­ences:

Smidt, S. (2010). Key Issues in Early Years Edu­ca­tion. Rout­ledge. Madi­son Avenue, New York.