Schema can be observed in the very same way that you feel themes/topics happen automatically in the setting. If children have access to a range of open ended resources they'll be able to demonstrate individual interests through them and practitioner's knowledge can create the evidence & support for children's development/ learning through schema. To plan from a focussed schematic approach the
pen green centre may have information you can use.
To help minimise paperwork, colleagues work load & any concerns that they may have with the forecast changes to planning it may be helpful to use familiar records and see how you can introduce schematic activities that explain, extend and develop children's behaviours, their learning & development.
This quote may or maynot be helpful:
Quote:
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Some children need more than coordinated schemas to help them to play together cooperatively, and to be able to negotiate plans and tasks with other children.
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Source
Threads of thinking Cathy Nutbrown pg 22. or pg 15 of the 2nd edition.
A floor plan & resource list will help show what opportunities there are for schematic play - trajectory, enveloping, transporting, rotational, sucking/handling & mouthing ..
schema pdf on wigan.gov.uk - is useful although doesn't mention throwing, linked to record keeping for forward thinking you may see how to move children on by introduction - consolidation - extend - revisit.
Cognitive development and Jean Piaget's assimilation, accommodation & adaption google view and
Source page,
Learning styles & sensory involvement
The development record checks on
Surreycc.gov.uk,
Southampton,
Cornwall, My story from
staffordshire.gov.uk may also help develop new formats?
I hope this helps a little more xx
& 
Threaded Mode
