Observing Schemas in Action: Real Examples From EYFS Classrooms

<p>Chris Athey's schemas — the repeated patterns of exploratory play through which young children test and develop their understanding — are well described in theory. In practice, recognising them in the daily maelstrom of an EYFS setting requires a trained eye and some concrete examples.</p> <h2 class="article-section-heading">Transporting — what it looks like</h2> <p>Anya (3 years) spends most of her self-chosen time filling a shopping basket with small world animals, carrying it across the room, emptying it, and starting again. She is not playing with the animals — she is exploring movement through space, containers, and mass.</p> <p><strong>Provision to extend:</strong> wheelbarrows, bags of different sizes, boxes, pulleys for 'transporting' things up and down.</p> <h2 class="article-section-heading">Rotation — what it looks like</h2> <p>Daniel (4 years) draws only circles and spirals. He spins himself on the roundabout until he falls. He turns the wheels of toy cars rather than driving them. He watches the washing machine at home for extended periods.</p> <p><strong>Provision to extend:</strong> spinning tops, cogs, wheels, mixing bowls, a lazy Susan turntable in the water tray.</p> <h2 class="article-section-heading">Trajectory — what it looks like</h2> <p>Samira (3 years) repeatedly throws objects — carefully, not aggressively — watching their arc. She drops items from different heights. She runs straight lines rather than curved ones.</p> <p><strong>Provision to extend:</strong> ball runs, guttering at angles, target throwing, parachutes, marble runs.</p> <h2 class="article-section-heading">Documentation</h2> <p>Schema observations should capture: what the child did (specific), how long they sustained it, what language they used, and what schema it suggests. A brief video clip is often worth more than written description. Over time, multiple schema observations inform planning — the practitioner can introduce materials and experiences that extend the dominant schema.</p>