As a childminder, one of the most rewarding parts of the job is observing how children play and uncovering the layers of meaning behind their actions. What may initially appear to be “messing about” or repetitive behaviour is, in fact, often something much deeper and more significant. These repeated patterns of play are known as schemes, and they represent a vital part of child development in the crucial early years.
Recognising and understanding schemes in a childminding environment not only helps us gain a clearer picture of what children are learning but also offers us the opportunity to plan activities that genuinely extend and enrich their individual interests.
Schemes typically appear between the ages of 12 months and 5 years, although some children may continue to display them for much longer. These behaviours are not acts of mischief or examples of bad habits but rather a natural and essential way for children to explore and learn about the world around them.
What Are Schemes?
Jean Piaget, a pioneering Swiss psychologist, was instrumental in shaping our understanding of how children acquire knowledge and build their understanding of the world. Central to his theory is the concept of schemes, which are structured patterns of thought and behaviour that serve as the fundamental building blocks of learning. Piaget proposed that children are not passive recipients of information delivered to them; instead, they are active creators of their own knowledge, constantly engaging with their environment to explore, experiment, and adapt. Schemes, in this context, represent the mental structures that children use to organise and make sense of their experiences (Woolfolk, 2016, pp. 273-291).
According to Piaget, schemes begin as simple physical actions such as grasping, shaking, or mouthing objects, and they gradually develop into more complex strategies as children grow and mature. Each time a child encounters something unfamiliar, they instinctively attempt to fit it into an existing scheme. If the new experience doesn’t align with their current understanding, the child must either modify their scheme (a process Piaget referred to as “accommodation”) or adjust their interpretation to fit their expectations (“assimilation”). Through this ongoing cycle of assimilation and accommodation, children’s schemes become increasingly diverse and sophisticated.
Piaget emphasised that seemingly repetitive behaviours such as dropping toys, stacking blocks, or lining objects up are not random or meaningless. Instead, these repeated actions are outward manifestations of a child’s internal cognitive processes. For example, when a young child repeatedly drops a spoon from their highchair, they are not merely making a mess; rather, they are engaging in an experiment to test and refine their understanding of concepts like cause and effect, gravity, and object permanence. Through playful repetition, children strengthen neural pathways in their brains, acquire confidence, and achieve mastery over each concept before moving on to explore new challenges (Woolfolk, 2016, pp. 273-291)
In practical terms, Piaget’s insights equip educators and caregivers with the tools to recognise the tremendous value of child-led play. By closely observing these patterns of behaviour, adults can identify the specific concepts that a child is currently working on and create experiences that nurture and extend their thinking. Schemes, therefore, act as windows into a child’s inner world, revealing what is most important to them at any given moment and guiding us in providing meaningful and supportive learning opportunities.
I recall looking after a 12-month-old baby who consistently dropped their spoon or food from their highchair during every mealtime. To adults, this behaviour might seem deliberate or even frustrating, but in truth, the child was exploring a trajectory scheme. They were investigating how gravity works, how objects fall, the speed at which they descend, and what happens when they hit the ground. That baby wasn’t being difficult at all; they were conducting a kind of early science experiment. By offering them safe objects to drop, like soft balls or lightweight scarves, I was able to encourage and support their natural curiosity rather than suppress it or misunderstand it.
This is the beauty of schemes: they provide us with valuable insight into what children are thinking about, allowing us to support and enhance their learning in ways that feel truly meaningful and aligned with their developmental needs.
Common Schemes in the Childminding Setting
In a childminding environment, schemes are often very easy to observe due to the intimate nature of our small groups and home-like routines. Here are some of the most common schemes and how they might manifest in practice:
- Trajectory Scheme, children explore movement by throwing, dropping, pushing, or observing how objects shift and travel. From babies repeatedly dropping food to toddlers sending cars zooming down ramps, this scheme revolves around concepts of direction, force, and motion. To extend this type of play, you could provide ramps, opportunities for water play using jugs, scarves for throwing, or safe climbing activities in an outdoor setting.
- Transporting Scheme, this occurs when children focus on moving objects from one place to another. For instance, I once cared for a child who carefully filled my entire shoe rack with toy cars! Instead of discouraging this behaviour, I provided baskets and trolleys so they could carry, sort, and organise with purpose. Transporting play nurtures organisational skills and supports early mathematical understanding.
- Enveloping and Enclosing Schemes, some children enjoy wrapping toys or even themselves in fabric, while others are drawn to enclosing objects within boundaries, such as building fences around animals. In my setting, I extend this type of play using soft fabrics, den-building materials, and different construction toys. These schemes enable children to explore concepts like inside/outside and boundaries.
- Rotation Scheme, many children are captivated by spinning wheels, turning knobs, or twirling in circles. In my home, the children particularly enjoy using toy rolling pins and whisks in the play kitchen. Rotation play is excellent for developing balance, coordination, and scientific reasoning skills.
- Positioning Scheme, this refers to when children line up objects in neat rows or place items in very specific positions. I remember one child who spent 20 minutes arranging toy cars perfectly across my living room floor! To extend this type of play, I provide loose parts for sorting, as well as opportunities for creating symmetry and experimenting with patterns.
- Connecting Scheme, children who are exploring this scheme enjoy joining things together, whether through Lego, train tracks, or even tying string. Activities like junk-modelling and den building are fantastic ways to extend this kind of play. These activities not only strengthen fine motor skills but also introduce early principles of engineering and design.
- Orientation Scheme, some children are fascinated by viewing the world from different angles. They might hang upside down from the sofa or climb to gain a new perspective. While this can sometimes appear risky, it’s crucial for developing spatial awareness. I support this safely by using tunnels, climbing frames, and encouraging outdoor exploration in a secure way.
Why Schemes Matter for Child Development
- Schemes are far more than just quirky behaviours. They are the foundational building blocks of lifelong learning. Through schemes, children:
- Develop crucial cognitive skills like problem-solving, sorting, sequencing, and early scientific and mathematical understanding.
- Enhance physical development through activities that require movement, balance, and fine motor coordination.
- Build language skills as adults introduce and reinforce vocabulary linked to their actions, such as “under,” “spin,” or “line up.”
- Gain emotional security by engaging in repetition, which offers comfort, predictability, and a sense of mastery.
- Practise and refine social skills when scheme-based play becomes collaborative, such as working together to transport objects or build enclosures.
Within the EYFS (Early Years Foundation Stage), schemes align perfectly with the principles of child-led, play-based learning. Rather than redirecting children away from these repetitive behaviours, we can embrace and use them to plan activities that follow the child’s natural interests and instincts.
Supporting Schemes in Childminding Practice
Understanding and actively supporting schemes is one of the most effective ways for childminders to nurture children’s overall development and well-being.
For instance, a child who repeatedly lines up cars or strings beads together may be exploring the trajectory or connecting scheme. By recognising these patterns, childminders can create activities that expand and deepen these natural inclinations. Providing a wide variety of open-ended materials such as blocks, fabric, tubes, and other resources allows children to safely and creatively follow their scheme interests.
Childminders can also enhance the impact of schemes by adapting routines and environments. For example, if a child is particularly drawn to transporting objects, the childminder might introduce baskets, wheelbarrows, or carts for both indoor and outdoor play. For children exploring the enclosure scheme, setting up tents, dens, or large boxes they can climb in and out of can be immensely rewarding. For those interested in orientation, opportunities for safe climbing and tunnel play help build spatial confidence while keeping them secure.
Equally vital is the role of language. Childminders can introduce and reinforce new vocabulary by narrating what children are doing (“You’re spinning,” “You’re placing the cars in a line”). This not only facilitates language development but also validates the child’s experiences and fosters a sense of trust and communication.
Ultimately, supporting schemes requires an attitude of curiosity, observation, and respect. By recognising, celebrating, and building upon children’s schemetic play, childminders create an environment that lays the foundation for confident, creative, and capable learners, ready to embrace future challenges with enthusiasm and curiosity.
Woolfolk, A. (2016). ‘Educational Psychology’, British Journal of Educational Psychology, 86(2), pp. 273-291
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Which schemes are you noticing in your setting/home? Share your thoughts below!
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