Understanding Schema Play in Early Years Practice

Welcome to a new episode of Eyes On Us, where Emma and Sophie unpack the real issues shaping Early Years education in the UAE.

This week Emma and Sophie explore schema play and why it is such an important part of how young children learn.

Schema play refers to repeated patterns of behaviour that children show during play. These patterns can be seen across all areas of the setting, both indoors and outdoors, and often appear again and again in different forms. While these behaviours can sometimes look unusual or even challenging, they are actually a key way children explore, investigate, and make sense of the world around them. 

Children learn through repetition. By repeating actions in different contexts, they test ideas, notice changes, and build deeper understanding. What adults may see as unnecessary repetition is often a child actively learning and problem-solving.

The episode also highlights how schema play is sometimes misunderstood. Behaviours linked to schemas can be labelled as negative or disruptive when they are not recognised for what they are. When practitioners understand schema play, they can shift their perspective and begin to support children in more appropriate and meaningful ways, rather than trying to stop the behaviour altogether.

A key part of supporting schema play is observation. When practitioners take time to notice repeated patterns, they can plan environments, resources, and experiences that allow children to explore these schemas safely and productively. This supports children’s thinking while reducing frustration for both children and adults.

The episode then explores some of the most common schemas seen in Early Years settings.

Connecting and Disconnecting Schema

Children enjoy joining things together and taking them apart. This might include building towers and knocking them down, connecting train tracks, tying fabric together, or pulling objects apart again. Some children prefer connecting, others prefer disconnecting, and many enjoy both.

Trajectory Schema

This schema involves a fascination with movement and how things travel through space. Children may throw, kick, drop, roll, or slide objects repeatedly. While this can sometimes feel unsafe or disruptive, providing appropriate resources such as bean bags, soft balls, targets, or rolling activities allows children to explore this schema safely.

Transportation Schema

Children enjoy moving objects from one place to another. This might include filling baskets, bags, trolleys, or prams and transporting items around the setting. Although this can create mess, children with this schema often enjoy tidying up as part of the process.

Positioning Schema

Children carefully place objects in lines, patterns, or specific arrangements. This can include lining up toys, organising objects on shelves or window sills, or being particular about how food is arranged on their plate. This schema is often misunderstood but is closely linked to early mathematical thinking.

Rotation or Circular Schema

Children are interested in things that turn or move in circles. This might include spinning, rolling wheels, rotating objects, or making circular marks. These interests can be supported through movement, dance, mark making, construction, and creative activities.

Enveloping and Enclosing Schema

Children enjoy covering themselves or objects, hiding in small spaces, wrapping items, or filling spaces. This might look like climbing into boxes, covering themselves with fabric, or placing objects inside containers. This schema supports children’s understanding of space, boundaries, and security.

Emma and Sophie emphasise that not all children will show the same schemas, and some may move through several schemas over time. Others may not show clear schemas at all, and that is also part of normal development. Every child thinks and learns differently.

Understanding schema play helps practitioners plan more intentionally, support children more effectively, and recognise learning that might otherwise be missed. When schema play is supported rather than stopped, children benefit from richer, more meaningful learning experiences.

If we want to understand children’s learning, we need to be aware of schema play and understand schema play.

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