Schema Play.

Child development is fascinating. The area I’m most interested in reading about right now is schema play. Are you familiar with it?

If you’re unfamiliar, a schema is a set of instructions or a mental model of how to do something, how something works, or the reaction that will occur when you complete an action. As adults, instructions have made imprints on our brains: we know if we flip on a light switch a light will turn on or we know the steps we take to get ourselves a bowl of cereal. We have schemas for our appearance, for social situations, even for events. It’s why we know we don’t like to eat fish or that we should shake hands (pre-Covid!) at a job interview. We’ve achieved this knowledge through trial and error, and from observation. We tried something enough times so that what worked stayed with us and what didn’t, we altered until it did work. 

Children experience these trial and error scenarios, too. Actually, no matter where they are in the world, there’s evidence that all children experience the same schemas — sometimes one after another, sometimes a couple different ones at the same time, and sometimes staying in one schema for a few years. Schema play is an opportunity for children to engage in the world around them and make predictions (and assumptions) about what’s going to happen based on the knowledge they hold in that moment.

Let’s say, a young toddler throws a ball, it bounces. They assume all balls will bounce. Until they come across a ball of play dough! They have to alter what they know about balls. Or when a child learns that the creature they saw that has hair, four legs and a tail is a horse, they might call all creatures with hair, four legs and a tail… a horse. But then they see a cow, and what they know changes. Or when they build up a tower just to knock it down and no one responds negatively or positively, but then they build up the dishes on the table and knock those down and the response from the adults around them is less than favorable. They discover some things are okay to knock down and other things — not so much!

If I’m being honest, it’s schema play that drives me the most crazy as a parent! These types of repeatable behaviors are noticeable in all children, and since they are most evident in children under the age of six — I have three children experiencing these discoveries — every minute of the day. It can be messy and loud and a distraction and even unsafe! But I’m a firm believer in understanding children so that their actions and behaviors are meaningful and purposeful rather than random and frustrating. So here’s what I know about some of the most common schemas and how to best support your child as they experience them:

Trajectory:

If your child is constantly throwing things, they’re probably here! Trajectory isn’t just throwing and tossing objects though, it’s about movement — moving their body and being moved. It’s moving in straight lines. Or walking in the cracks of the sidewalk. Or balancing on the curb. It’s building things up to knock them down — not because they want things to break but because they want to see them move. It’s leaving the water running from the faucet and flooding the bathroom sink — not because they’re trying to annoy you but because they are watching the water move. If your child is here (all three of mine are!) then you’ll want to be sure they have access to balls, and things with wheels (wagons, bikes, trains, cars) to push and pull and twist and move. They’ll want art supples (paint, brushes, spray bottles, water), and bubbles, and things to build with (marble runs, train tracks, blocks), and things that gently move (scarves, slinkies, ribbons, kites.) Also, give them time to walk in the cracks of the sidewalk and balance on the edge of the curb. 

Rotation:

Does your child spin, and spin, and spin until they’re dizzy? — they’re probably here! This one is really about rotating bodies and objects. So, you’ll see them as energetic — spinning, twisting, jumping, sliding down slides, riding bikes, rolling down hills. It’s why they love merry-go-rounds, and spinning on tire swings, and hanging upside down. It’s also why they’re interested in front-loading washing machines, and rotating fans, and salad spinners. It’s why they want you to hold their hands and spin them around in circles. If your child is here, then you’ll want to provide plenty of opportunities for gross motor activities — bikes, hula hoops, slides, swings, cars they can fit into and ride. Also things like jar lids, and door knobs, and spinning tops, and drawing circles come into play.

Positioning:

Does your child line things up? Mine do! In general, children prefer order — but if they’re in this schema it will be very obvious. They’ll line up their cars, or their shoes, or their baby dolls, and may even draw and color in lines. They may sort out the food on their plate, or be very specific about the clothes they wear (and the order in which they put clothing pieces on.) They may seem upset about sharing objects — not because they don’t want to share but because they don’t want the order of their objects to be disrupted! In our house, this schema plays out when people sit in different chairs at the dinner table. If your child is here, then you’ll want to provide an ordered environment. You’ll also want small objects for them to order and sequence — loose parts, russian dolls, small toob items, shape sorters, dominoes, and puzzles support this schema. 

Connecting:

Oh, the connecting schema. Does your child like to build, link, or join things together? Welcome to the connecting phase! Legos, train tracks, blocks, and also glue and tape and string are very popular choices for this time. Don’t forget washi tape! They may like to link arms with you and be physically connected. And of course, disconnecting is part of this schema. So building something just to knock it down, or taping something together just to cut it up. Opening (and closing) doors is included here, too. For this schema, you’ll want to offer items for them to connect (that are safe to disconnect) — legos, train tracks, blocks, magnatiles. You can offer lace and beads to make jewelry, and craft supplies to make creations. They will inevitably connect (and stack) things you’d prefer them not to so be sure your items are safely put away if they’re breakable.

Transporting:

If your child is constantly carrying things from one location to another — you’re here! Children in the transporting schema spend a lot of time picking up objects, putting them into containers, and transporting them to another location. Then they dump out the objects, load them back up and take them somewhere else. Their hands (and pockets!) are always full. You can support this schema by offering containers; bags, buckets, wagons, carriages — all to help them transport their objects. Encourage them as they transport their precious items by offering a helping hand. They’ll probably like to help you transport items, too — so pushing the shopping cart, or bringing the grocery bags from the car to the house… moving items around the yard in a wheelbarrow will all be welcomed. 

Enveloping:

Build any good forts lately? If your answer is “yes” — we’re right there with you. Children in the enveloping schema are interested in wrapping themselves up — in blankets, in their towels after the bath, in layers of dress-up clothes. They’ll build walls around themselves with blankets to enclose their bodies. They’ll hide objects under things and inside other objects — and they’ll put themselves inside objects, too. They’ll build forts and dens, and they’ll tuck themselves into tiny spaces where they barely fit, or between furniture pieces, or in a little nook under the staircase. If your child is in this schema, offer them fort-building equipment, dress-up clothes, and nesting toys. They’ll love play tunnels, and tents, or a tree house if you have access to one. 

Orientation:

Does your child sit on the arm of the couch? Dangle off their dining chair? Hang upside down on the swing? If so, they’re probably in the orientation schema which is all about seeing things from a different viewpoint. They might bend over and look at you upside down between their legs, or try to climb on the counter to see the inside of the cabinets from a different angle. They’ll stand on chairs, and sit under the table. If your child is here, you’ll most likely be saying “be careful” — a lot. You’ll want to provide ramps and safe stools, and opportunities to climb, but also smaller things that allow your child to see things differently like mirrors and magnifying glasses, sunglasses and binoculars.

If you’re experiencing any of these common schemas with your child, try not to get frustrated with the repetitiveness of it all. Schema play allows your child to problem solve, question, predict, and imagine. Try to embrace it!