SchemaPlay Blog 2022 & links to articles.

2/11

Many texts focus on the ‘fundamental difference’ between the perspectives of Piaget and Vygotsky.  This, I feel, has hindered pedagogical progression in the early years: One of the most important advances in early childhood education that these two great theorists have contributed to is the notion of emergence, emergent development.  

‘Emergence’ is a philosophical notion that dates back to the earliest writings in 19th century psychology, an underlying assumption in the developmental psychologies of both Piaget and Vygotsky (Sawyer, 2003).

“A child’s play is not simply a reproduction of what he has experienced, but a creative reworking of the impressions he has acquired.” (Vygotsky, 2004, p. 11).

In free-play, as Piaget (1969) explained, children assimilate known schemes (operations) to new schema contexts (different situations/activities/resources). 

In their earliest years most of children’s newly acquired schemes and schemas come through observation and imitation; they learn most of their new actions and behaviours from significant adults and children around them. But as children’s learning and development advances, focussed/guided activities become more significant, where the adult sensitively extends the child’s schemes and schemas, to support new schemes and knowledge in a meaningful context, which the child takes into their self-chosen play to make sense of and to utilise further, fostering problem solving capabilities, confidence, self-recognition and agency; extending learning and development, through free-flow play.

Lynnette Brock

2\10 Do you ever find that your role-play themes seem not to be working?
Are the children really engaged in their roles?
Perhaps the builder’s yard or the café was played out for a day or two and then it seemed to fail.
When engaged in SchemaPlay the child applies known schemes (operations) and schemas (figurative knowledge) to new contexts. This is what makes play meaningful for a child. It is their ability to make sense of the activity, to see the relationships between what they what they know and what they can do – this is how learning develops.
To find out more about SchemaPlay and how you can encourage SchemaPlay in your early years’ setting, facilitating children’s full immersion ‘flow’ and learning through free-play, please email admin@schemaplay.com

1/10 SchemaPlay Train the Trainers Course: Our final course this year takes place on the 14th, 15th and 16th of November (9.30am – 1pm live online). We provide trainers who would like to add to their offering our SchemaPlay training resources (PowerPoints, videos, games, our theory book, the activities ideas book, SchemaPlay Staffroom Posters, the SchemaPlay Setting Audit Tool, and our SchemaPlay ParentZone resources) to support the SchemaPlay Early Years Setting Accreditation.

Following this training, you are welcome to access our additional resources through the SchemaPlay Trainers Directory and engage in our SchemaPlay International Trainer Chatter, which provides ongoing trainer CPD and support (the trainers’ chatter is held quarterly). To find out more, please email admin@schemaplay.com

28/9 Moving away from ‘cognitive overload’ for early years practitioners and children. In October 2022 SchemaPlay will be launching their SchemaPlay (TM) Curriculum Wheel: Building upon what children can do and responding to their unique lines of enquiry. The SchemaPlay (TM) Curriculum Wheel ensures that we not only support children’s outcomes through free-flow play, but also embed sustainability into our day to day practice with young children – all through free-flow play and anchored in what children can do and know! All learning is meaningful. To find out more about our SchemaPlay Curriculum Wheel, cognitive overload, ‘flow’ in free-flow play and schemes and schemas – and how they are pre-requisites for all complex operations, including reading, writing, adding and subtracting – join our next training. For information, please email admin@schemaplay.com for further information.

26/9 Congratulations to Jayne’s Nursery in Chelmsford on achieving their SchemaPlay Improving Outcomes Through Free-Flow Play (TM) Educator and SchemaPlay (TM) Setting Accreditation. Thank you also to accredited SchemaPlay trainer, Dianne Yewman, who supported the team. This is the 50th SchemaPlay (TM) early years’ setting accreditation this year! Well done Jayne’s Nursery – a great achievement in following/building upon children’s schemes and their unique investigations!

Recent article by Nursery World on SchemaPlay in Western Australia. https://www.nurseryworld.co.uk/features/article/education-for-sustainability-midas-touch

2022 SchemaPlay in Nursery World Feature – April https://www.nurseryworld.co.uk/features/article/essential-resources-schemes-connecting-follow-a-thread

2022 SchemaPlay in Nursery World Feature – March https://www.nurseryworld.co.uk/features/article/essential-resources-transporting-schemes-move-it

2022 SchemaPlay in Nursery World Feature – Feb https://www.nurseryworld.co.uk/features/article/essential-resources-schemes-positioning-right-on

SchemaPlay in Nursery World – this is the last article in the 6 month series. Please see the links below to the other articles. https://www.nurseryworld.co.uk/features/article/essential-resources-schemes-connecting-follow-a-thread

SchemaPlay pedagogy embeds sustainability into daily practice.  For further information about SchemaPlay early years’ training, contact admin@schemaplay.com

20.04.22 New article on SchemaPlay – https://www.teachearlyyears.com/learning-and-development/view/schematic-play

Latest accreditation – Congratulations to Tops Day Nursery, Prince Rock on your SchemaPlay Educator Accreditation and SchemaPlay Setting Accreditation. For information about SchemaPlay pedagogy, visit http://www.schemaplay.com

Congratulations to the team at Tops Day Nursery, Corfe-Mullen on achieving the SchemaPlay Educators and SchemaPlay Setting Accreditation.

Contact admin@schemaplay.com for information.

Co-author and trainer – SchemaPlay Pedagogy and Education for Sustainable Citizenship in the Early Years/Primary Years.
Siraj-Blatchford, J., and Brock, L. (forthcoming 2021) SchemaPlay: an embodied, ecological and child centred approach to early childhood education, SchemaPlay Publications

Brock, L. and Siraj-Blatchford, J. (2019) Education for Sustainable Citizenship: Think Children’s future today! (Activity Ideas), SchemaPlay Publications

Brock, L. and Siraj-Blatchford, J. (2019) SchemaPlay Activity Ideas: Supporting learning outcomes in free-flow play, SchemaPlay Publications

Siraj-Blatchford, J., and Brock, L. (2016) Education for Sustainable Citizenship in Early Childhood, SchemaPlay Publications

Siraj-Blatchford, J., and Brock, L. (2016) Putting the Schema back into Schema Theory and Practice: An Introduction to SchemaPlay, SchemaPlay Publications
Siraj-Blatchford, J., and Brock, L. (2021) Schemes and Sustainability: An Ecological approach to Early Childhood Education and Care, Early Years Educator, Vol. 22, No. 9

Siraj-Blatchford, J., and Brock, L. (2020) The Revised EYFS Curriculum: Supplement with SchemaPlay, SchemaPlay Pedagogy Magazine, Autumn 2020

Siraj-Blatchford, J., and Brock, L. (2019) Tackling inequality and underachievement through free-flow play, Early Years Educator, Vol. 21, No. 6

Siraj-Blatchford, J., and Brock, L. (2019) Encouraging Sustainable Citizens of the Future, Early Years Educator, Vol. 21, No. 5

Siraj-Blatchford, J., and Brock, L. (2019) Grasping the confidence to achieve their potential, Early Years Educator, Vol. 21, No. 4

Siraj-Blatchford, J., and Brock, L. (2019) How to scaffold learning through free-flow play, Early Years Educator, Vol. 21, No. 3

Brock, L. and Siraj-Blatchford, J. (2019) Extend Schemas to Make Children Feel Empowered, Early Years Educator, January 7th