MIDLOTHIAN SURE START
NHS EARLY YEARS CONFERENCE
1 MARCH, 2012
PRACTITIONER LED TRAINING
Diane Janczyk
Anna Leask
Jacky Gillan
PRACTITIONER LED TRAINING
The Training – Staff Capacity
Building
 Relevant theory and
research and what this
looks like in practice
 Developing reflective
practice
 Quality Improvement
visits
PRACTITIONER LED TRAINING
POLICY LINK TO PRINCIPLES OF GIRFEC AND EARLY YEARS
FRAMEWORK
Developing a highly skilled workforce
Identifying and supporting key Early Years Practitioners to
act as mentors/leaders
Evidence base that supports the link between
qualifications of staff and better outcomes for children
A Personal note....
I consider myself to be a continual learner. I feel reflection is
such a large part of my continual improvement as a
Practitioner. As I am sure we all do!
“Initial training is important but continuous training and
professional development are crucial”
(Daly, Byers and Taylor, 2004, p.57)
This is an area within my career that I feel strongly about; I
feel should never become content with my skills and abilities.
I want to continue to grow and learn as an individual and share
that knowledge with those around me.
Where it
began.....
.
Midlothian
Birth to Three
Training
Schematic Play
was mentioned
as a potential
interest to Diane
Today!
Diane
Researched
Schematic Play
and Resourced
Materials;
Again Again!
Book
Diane and Anna
asked to hold a
training event
for Midlothian
Pre Birth to
Three
Practitioners.
Diane and Anna
shared this
information on
their children’s
learning with
parents.
Diane and Anna
worked
together to
implement this
into their
practice.
Diane shared
this new found
knowledge with
work colleagues,
Anna and
Yvonne.
Sharing good Practice
 Throughout this wonderful journey, we have continued to grow as
practitioners. This knew knowledge has most importantly allowed us to
improve our practice and enrich the learning experiences for the children
in our care. However it has also allowed us to develop our individual,
leadership and training skills.
 As practitioners we have realised that ‘leadership comes from all
levels.’ Individuals can make a difference if given the opportunity and
support to grow.
 Sharing our knowledge as practitioners is the way forward to High Quality
Childcare and Education. It is vital that as a professionals we communicate
and share good practice.
“Networking with colleagues from related professions gives access to a
greater range of knowledge and skill…”
(Rodd, 2006, p.237)
“A cluster of pieces which fit together”
(Bruce, 1997, CH5)
Presented by Anna Leask and Diane Janczyk
Midlothian Sure Start
Schemas – What does it mean?
 Schemas are patterns of repeatable behaviour that
children demonstrate when they are exploring the world
and trying to find how things work.
“ It is best to think of Schemas as being a cluster of pieces,
which fit together” (Bruce 1997, ch5)
Where did it start....
Schemas were first identified by Piaget a childhood
theorist, he was one of the first to recognise organised
behaviour patterns in young children. His work has been
further developed by the work of Chris Athey, during her
5 year research project which began in 1972.
Piaget was the first to identify schemas and Chris Athey
was the first to lead the way in observing schemas in a
nursery setting .
Ask yourself......
 Have you ever given a child a present and noticed she/he
is more interested in the box, rather than the toy?
 Have you ever noticed a child paint or draw a lovely
picture, then cover it completely in scribble or paint?
Parents & Practitioners are often puzzled by some of their
children’s actions.
Schemas can provide the explanation!!
Can anyone relate to this?
Can anyone share an example
with the group?
What is the importance of
recognising schemas among young
children?
 By identifying a child’s schemas it makes it
possible for the practitioner to plan and
extend their learning in ways that most
interest them.
1. Relationships
 Remember Relationships are the fundamental starting
point for all of children’s learning. Bowlby described
attachment as;
“a universal human need to form close affectionate bonds
with others”
(NHS, 2001, p.88)
 Relationships are a key principle in development of all
children and therefore it is vital that we recognise this
first. Rich Play will only happen when there are Rich
Relationships present.
2. The Environment
What we have to think about.....
• Spaces –
•Resources -
Benefits and constraints?
Furniture Layout
Opportunities for children to talk to one another and interact
Quiet and Noisy areas
Are their plenty of materials and objects to capture the
children’s imaginations?
Are there resources that will allow schemas to be developed: for
example, baskets and little bags for TRANSPORTING
The most important element of the environment is the
people in it!
Are we as practitioners creating this wonderful little world, enriched with
opportunities and encouragement for the little people in our care to explore
their interests. Then as knowledgeable practitioners are we then using our
knowledge to adapt the environment to allow these interests to be extended
and developed further.
‘Enabling environments’ are the key!!
As a practitioner.........
We have all been guilty at some point of perhaps saying:
 “ Can we keep the sand in the sand tray please”
 “No, the food and cups belong in the house corner”
 “I think it would be a good idea to keep the play dough at the table
please.”
All of these different patterns of behaviour can sometimes be seen
as frustrating or even annoying by some practitioners. I myself have
been one of those practitioners. However once we see the link
between these patterns of behaviour and child schemas, it is not
only fascinating but very exciting!!
An example of a schema in action......
Three-year-old Max was into transporting. He cruised the nursery,
riding a bumper truck. First he filled the scoop with books.
Practitioners vetoed that idea and helped him to put the books back
on the shelves.
Next he raided the home corner and filled the scoop with dolls,
blankets and dishes. Well-meaning staff persuaded him that other
children were using those things, so off he scooted again. Blocks,
farm animals and crayons all got the same response from the adults.
Later in the morning, Max was observed driving as close to the walls
as he could and carefully picking up tiny pieces of dust and fluff that
he discovered along the edge of the skirting board. AT LAST he had
found something to transport!
Children motivated by a particular schema will go to great lengths to
explore the interest that is driving them.
I
Featherstone, 2008, p.22
I’m sure we can all relate to this.
Be honest now!!!!
Five Main Schemas
Rotation
Enveloping
Connecting
Transporting
Trajectory
Rotation
Explores things
that turn.
Interested in
wheels or cogs.
Circular
movements.
Enveloping
Covering themselves
or other items.
Hides under blankets,
wrap things up paints
over pictures.
Connecting
Interested in how
things join together.
Tie knots, take
things apart.
Transporting
Moving objects from
one area to another.
Carrying items to a
special person.
Loading a buggy with
lots of items.
Trajectory
Interested in either up
and down or side to
side.
Paints in lines, climbs
upwards on climbing
frames, throws things.
Now we know more......
We can see where children’s patterns of behaviour link into
different schemas.
As practitioners it is important that we encourage young
children as they explore particular patterns of thought or
movement. This allows each child to process their thinking
and make sense of the world around them.
This concept coincides with Jean Piaget’s and Freidrich Froebel’s
thinking that;
“Practical experiences were needed in order
that understanding could occur”
Something to think about......
When observing young children in an early childhood centre that is using a childcentred curriculum, adults often think they are like butterflies, flitting from area to
area, from child to child. That may be true some of the time.
However, when integrated learning is taking place, another metaphor might be
more appropriate; that of bees which gather nectar to integrate into something of
significance. Children focus their attention by fitting new experiences into patterns
they have already stored in their memories .
They develop schemas by behaving like honey bees,
moving from experience to experience to gather further
ingredients to encode; in that way they build a fuller
understanding of that schema.
In other words children get hooked on certain patterns of behaviour because they
are trying to make sense of the abstract characteristics of particular features of
their environment.
Anne Meade, Thinking Children
Group Work
Now we have a few small clips of
video footage from Hand in Hand.
(Group Worksheet)
Further Reading.....
 Again, Again!: Understanding Schemas in Young Children by Sally




Featherstone, Clare Beswick, Stella Louis
Extending Thought in Young Children: A Parent Teacher Partnership
by Ms Chris Athey
Threads of Thinking: Young Children Learning and The Role of
Education by Cathy Nutbrown
Understanding Schemas and Emotion in Early Childhood by Dr Cath
Arnold
Like Bees, Not Butterflies: Child Initiated Learning in the Early Years
by Sally Featherstone
Useful website:
 http://www.birchfarm.co.uk/schemas.htm