Seeing the World Through Play: Exploring Schemas
Have you ever noticed how children of similar ages tend to play in the same ways? This behavior is called a schema. Even though schemas are not a part of Montessori training, they mesh well with Montessori theory and principles. Schemas naturally emerge during the child’s development and connect to Montessori’s Sensitive Periods and Absorbent Mind.
“The wise [parent] will remember that play time is never wasted. So long as the children are busily absorbed, they are working at their own development...”
Dr. Maria Montessori (Maria Montessori Speaks to Parents, pg. 19)
Sensitive Periods Recap
Sensitive periods occur from birth to age six. In The Secret of Childhood, Dr. Montessori writes:
“A child’s different inner sensibilities enable him to choose from his complex environment what is suitable and necessary for his growth. They make the child sensitive to some things, but leave him indifferent to others. When a particular sensitiveness is aroused in a child, it is like a light that shines on some objects but not on others, making of them his whole world.”
The four Sensitive Periods include:
Order
Movement
Language
Refinement of the senses
These periods are universal and easily observed.
Absorbent Mind and First Plane of Development Recap
During the first plane of development, children absorb the culture, values, and habits of those around them. The Absorbent Mind works like a camera, taking in everything without filtering. In this phase, marked by significant physical and psychological growth, children learn actively through movement. This foundation is crucial for their future development.
So, What are Schemas?
Alanna from Play Learn Thrive defines schemas as “patterns of repeated behavior that allow children to develop an understanding of the world around them through play and exploration. Schemas are mental models or processes that we create by trial and error through experiences.”
Schemas are especially noticeable in toddlers and continue through the first eight years of life.
Here are some common types:
Connecting/Disconnecting: Joining and separating objects.
Orientation: Exploring different viewpoints by turning objects or themselves upside down.
Transporting: Moving objects from one place to another.
Trajectory: Experimenting with movement by pushing, kicking, or dropping items.
Positioning: Arranging objects by color, size, or shape.
Enveloping: Covering or hiding themselves or objects, like wrapping in a blanket.
Enclosing: Building structures like forts or walls.
Rotation: Moving in circular motions, like spinning.
Supporting Each Schema
First and foremost, it's important to protect the concentration of your child. As Maria Montessori shared, “the first essential for the child’s development is concentration.” Montessori also wrote about following the child - when you observe a need and are able to support it in your child.
Here are some activity ideas for each schema:
Connecting/Disconnecting: Use blocks, LEGOs, dress-up clothes with fastenings, or make paper chains.
Orientation: Provide climbing structures, swings, mirrors, and binoculars.
Transporting: Use wagons, carts, and bags for moving objects.
Trajectory: Engage in activities like throwing balls, making paper planes, or playing with bubbles.
Positioning: Create patterns with toys or play hide and seek.
Enveloping: Offer blankets, boxes, and nesting toys for hiding or wrapping.
Enclosing: Supply materials for building forts and playhouses.
Rotation: Allow activities involving spinning, riding bikes, or exploring spirals.
Children instinctively pursue activities that meet their developmental needs. Keep in mind that you do not have to do all of the suggested activities above - they are merely there as examples for each schema.
Understanding these behaviors can help demystify why children engage in certain activities.
What schemas in play are you observing in your child(ren)?
Resources:
The Absorbent Mind by Maria Montessori
Understanding Schema Play (Play Learn Thrive)
Schemas (Flying Start UK)
