Welcome to SchemaPlay^TM Early Years Training.

Schemas & Schemes explored to improve outcomes for every child.

By Lynnette Brock

Hello! My initial training on schematic play, titled ‘An Introduction to SchemaPlay™,’ is crucial for early childhood childminders and educators. It is designed to familiarise participants with the diverse communication methods of young children and to delve into the behaviour patterns or ‘schemes’ evident in their autonomous play. Are you aware that the operational schemes children engage in daily within your early years environment, such as the ‘Transporting’ and ‘Containing’ schemes, are essential pre-requisites for achieving the EYFS learning outcomes? Continue reading to discover how you can enhance outcomes for every child in your free-flow play provision or home childminding setting.

When children’s individual schemes (behaviours/operations – what they enjoy doing) and schemas (things that they recognise/know – figurative knowledge) are not observed and reflected upon, children’s activities may appear to lack continuity: Continuity in terms of operation/what the child is doing and continuity of thought/explored objects, concepts and memories.  Therefore, observation is a key part of our training and key for early years educators and childminders to identify the ideas and investigations children are exploring in their schematic play pursuits. For example, exploring space and size.

Athey (2007) emphasises, “Children are not merely flitting; they are fitting!” They are discovering commonalities. For instance, a child may be investigating space and size through various play scenarios within your setting. However, without an understanding of schemes and the concepts children are exploring, these could go unnoticed and unsupported. Simultaneously, one child may be delving into capacity, while another examines motion, momentum, and speed. Another might be captivated by height and gravity or the rotation of objects and why sometimes they don’t rotate. Children require the opportunity to investigate these concepts, and it’s our responsibility to facilitate their exploration.

SchemaPlay characterises the adult’s role in this context as ‘seeding’ the free-flow play environment. Our training highlights the significance of ‘seeding’ to nurture young children’s decision-making, critical thinking, problem-solving, independence, ‘flow,’ and freedoms: the freedom of choice, the freedom to repeat, and the freedom of expression. By observing videos of children’s play over time to identify the schemes they are applying and the ideas they are exploring, we assist you in integrating ‘seeding’ into your daily practice.

SchemaPlay (TM) training will help you and your team to notice and be able to respond to children’s cognitive connections, which may otherwise go unnoticed and therefore not supported. We support you in promoting independent self-chosen play where children’s unique investigations can be developed and in how to facilitate timely adult-led provocations. Provocations that promote ‘sustained shared thinking’, anchored in children’s schemes, so that we can extend their investigations and support meaningful learning – opening up a breadth of curriculum experiences.  We know from the EPPE (2004) research findings just how important it is to ensure that our adult guided activities do promote ‘SST’ and our wonderful 2023/2024 training case studies provide exemplary examples of this in practice.

Initially, nine operational schemes will be introduced, but as the training progresses, participants will be exposed to approximately 17 schemes. They will learn how these schemes are combined, clustered, and eventually chunked. This process is thrilling and often leads to a profound moment of realisation in our understanding!

Appreciating Piaget’s later (correctly translated into English in 1969) schema theory, we explore the distinction between a ‘scheme’ and a ‘schema’, vital for grasping how children develop knowledge and can significantly impact your professional practice.

The initial introductory training is suitable for practitioners who are completely new to working in early years, and for those holding a Level 2, 3, BA, or Masters certificate. SchemaPlay provides all team members with a shared language and a joy of tuning into the unique child. Through engaging in SchemaPlay™, we commit to respecting, valuing, and sensitively responding to each child’s unique ideas, explorations, and concepts. Our aim is to bolster and enrich the activities that empower and captivate children, thus promoting self-awareness, self-worth, mastery and a sense of autonomy, as well as continuous learning, and a zeal for learning—all through play. By dedicating time to observe children’s self-initiated free-flow play, understanding their activities, and responding effectively and sensitively with informed pedagogical insight, the EYFS learning outcomes can be met. Focusing on what a child cannot do is a misguided approach! Children require stable foundations to support their emerging knowledge and learning. We should honour and uphold each child’s individuality and nurture their ‘flow’ in free-flow play. After all, it is in ‘flow’ that true learning takes place! Learning in the early years requires careful facilitation. It is active, scaffolded, guided and discovered, not instructed! Along with our in-house training offering, we also offer online ‘chatter’ sessions to support your SchemaPlay journey, should you choose to go on to engage in our Bronze, Silver and Gold Award, along with ‘buddy observation’ sessions, should these be of interest.

For further information or to book your in-house training session, please click the (green button) link below.

I regularly deliver SchemaPlay Workshops for Local Authorities and Universities, with some universities delivering a SchemaPlay (TM) module.

SchemaPlay offers an extensive array of services, including in-person training for childminders and early years providers, as well as delivering compelling conference keynote speeches and workshops. Furthermore, we provide access to introductory online training as outlined below. The NEW SchemaPlay™ ‘Improving Outcomes Through Free-Flow Play’ Bronze, Silver, and Gold Educator and Setting Awards, together with the accompanying training, are tailored to support ongoing professional development in a fully integrated manner. To learn more, simply click the green button below. Our wealth of experience and research clearly demonstrate that attaining the initial Award marks just the initiation of your professional journey. Our tripartite approach is meticulously crafted to guide substantial and continuous professional growth, acknowledging and celebrating your remarkable progress at every phase.

This premium training is immediately applicable in daily practice and is grounded in early childhood research. To learn more about the research that supports SchemaPlay ^(TM), visit our publications page and browse the selection of books in our shop.

I take pride in having co-founded SchemaPlay and trained educators across the UK, Europe, and Western Australia. If you’re interested in SchemaPlay and seek training in your region, please fill out our enquiry form above, and I will connect you with a local trainer. Note: Our trainers are required to participate in a minimum of two CPD training sessions each year and attend regular SchemaPlay trainers’ meetings. To ensure you receive the most current training, please confirm with us that your trainer has the latest SchemaPlay ^(TM) training resources and holds an up to date License/Accreditation Certificate.

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