Young Children Learning Through Schemas

This creative and highly engaging text describes how young children learn through exploring repeated patterns in their actions, known as 'schemas', and how they can help inform planning for children's learning.

What are schemas and why do they matter? Again! Again! provides an introduction to understanding and supporting schemas and schema play in young children. Practitioners will find an overview of schemas with guidance on where they fit within the EYFS. There are examples of schemas, with illustrations and descriptions of common behaviour patterns, and these are set within the general context of child development. The intention is to help early years practitioners identify schemas and to understand both how important they are and the vital role they play in the growing child's learning. The aim is to help the reader understand how they can develop, plan and resource activities which support children's learning through experiment and play.

What are schemas and why do they matter? Again! Again! provides an introduction to understanding and supporting schemas and schema play in young children. Practitioners will find an overview of schemas with guidance on where they fit within the EYFS. There are examples of schemas, with illustrations and descriptions of common behaviour patterns, and these are set within the general context of child development. The intention is to help early years practitioners identify schemas and to understand both how important they are and the vital role they play in the growing child's learning. The aim is to help the reader understand how they can develop, plan and resource activities which support children's learning through experiment and play.

The author reviews children's patterns of learning and thinking (schemas), how to support early schematic development, and implications for curriculum, assessment and working with parents.

Forlagets beskrivelse: This book explores the frequently observed schemas of young children-patterns of behaviour from which understanding and growth is derived-and draws out the nature of this learning.

Shortlisted for the 2013 Nursery World Awards! 'This exciting book will greatly enhance understanding of learning throughout the early years, and reinforces the importance of responsive professionals who understand children's schemas. Atherton and Nutbrown have brought together socio-cultural and cognitive learning theories with ease, and their metaphors are brilliantly evocative' -Dr Anne Meade, Consultant 'This book is drawn from a study carried out with rigour and contains several gems, such as the 'bike and slide exploration'; the idea of adults engaging in 'a dialogue of conceptual correspondence' with children; and tables outlining 'what the children might have been thinking'. A great read!' -Dr Cath Arnold, Pen Green Early Years Centre 'This is an exciting and illuminating account of babies and toddlers, following their schema fascinations with determination and competence, as they continually explore and experiment and come to know their world. This book captivated me. It should be in every early childhood education setting' -Pam Cubey This is the first book to focus specifically on Schemas and children under three. The authors trace the development of schemas from motor level through to symbolic representation, and show how to use schema theory to understand young children's learning and behaviour. This accessible and student-friendly book includes: -activities and discussion points -links to policy and practice -descriptive observational material -a look at the ethics of this kind of research -numerous photographs and illustrations -suggestions for follow-up reading The book is aimed at early childhood professionals and practitioners in ECEC settings, as well as those on initial training courses, teacher education, Early Years courses, and higher degrees.

In her new edition of this popular book, Cathy Nutbrown presents evidence of continuity and progression in young children′s thinking. She shows, with detailed observation, that they are able and active learners. She considers aspects of children′s patterns of learning and thinking - or schemas - and demonstrates clearly how children learn in an active, dynamic and creative way. This book makes schema theory explicit in practice. Supported by numerous detailed examples and the discussion of difficult theoretical issues, it illustrates children′s learning in areas such as literacy, maths and science. This new edition includes: - discussion on the need for professional development - changes in early years pedagogy - more discussion of theories of learning in relation to curriculum and teaching practices - new examples of children′s drawings - new suggestions for using stories to support schemas. Threads of Thinking is for early years practitioners who wish to support and develop children′s learning. Professor Cathy Nutbrown is Director of Studies in Early Childhood Education at the University of Sheffield.

In reading this book you will learn about what schemas are, how to spot them and to use this to enhance teaching and learning. Learn how schemas support the delivery of Te Whaariki and the development of children's learning dispositions and working theories.