how does the setting support the development of...
TRANSCRIPT
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How does the setting support the
development of schematic play for
children under two?
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Abstract
This action research project explores the development of
Schematic Play in children from birth to two year old and
focuses on how the setting supports this through:
professional knowledge and understanding, planning and
the learning environment. The researcher has identified
many surrounding theorist and pioneers including: Issacs
(1930), Frobel (1840), Spencer (1882), Piaget (1953) and
Vygotsky (1962). These are a few who have contributed to
the theoretical perspectives around schemas and play, as
well as interlinking both aspects to form the focus topic of
‘Schematic Play’ and research question “How does the
setting support the development of schematic play for
children under two?” The literature focuses widely on
cognitive development: Prenatal development, cognition,
environment, schemas, play and schemas in play with
Piaget (1953) identified as the most influential for this particular project. Piaget
(1953) has impacted the route of the research thought the identified sensori-motor
stage of development and provided a secure motive when considering the ethical
legitimacy to proceed. The action research methodology gave the researcher the
option to identify any need for change whilst adopting triangulation of multiple
methods. Observations, questionnaires and interviews were highlighted as methods
of data collection to gain a variety of perspectives and depth to the findings.
Observations provided evidence of the schematic play traits current whereas
questionnaires were developed to unpick professional perspectives.
This research has found that in comparison with literature, the setting
does not provide wide opportunities for children to develop their
schematic play traits due to participants lack in understanding.
Findings show a foundation of understanding towards schematic
play but 100% of participants agreed they would benefit from
further training or information.
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1. Literature Review
1.1 Prenatal Development
Prenatal brain development is seen as one of the most influenced aspects of
children’s growth with evidence from 1001 Critical Days (2015); pregnancy plays an
important role in the maturation of a healthy brain (APPG, 2015; Poston, 2015).
Infants are born with 25% of their brain already developed from the experiences they
have whilst in the womb as a foetus (APPG, 2015). The most influential impacts on
the foetal brain are dependent on both the mother’s stable emotional health and her
physical health. Also a nutritional enriching diet is vital to provide nutrition to the
unborn foetus – these combined influence cognitive maturation and result in life-long
effects (APPG, 2015). DiPietro (2009) studied foetal relationship and her research
suggested that both parents develop two differing relationships with their child: one
inside the womb and one outside. The foetal brain inside the womb begins to receive
signals through stimuli in connection with hearing, touch, movement and parental
emotions, these emotions from the mother can be transferred to the foetus through
an important phase which she identified as ‘mother-foetus relationship’ (Szekeres-
Bartho, 2002; Van Den Burgh, 2010;). Further research to support this study is not
widely available however; 1001 Critical Days (2015) in current literature which
identifies the important role of nutrition and mental health, which is supported by
cross-parliamentary groups on a large scale (APPG, 2015).
Early intervention is significant for those who do not receive the
best start in life; intervention occurs in the form of many
services including Education and Health (EIF, 2015). The 1001
Critical Days (2015) is at the forefront of intervention as it
enforces the need to create strong foundations for children with
a focus on the importance of intervention during conception up
to the age of two (APPG, 2015). Early intervention was
identified by Allen (2011), his work focused differently with
insight into the effects of child deprivation and the impact a lack
of stimulation can have on children from birth up to the age of
three years old. Allen (2011) examined the links between
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environments, deprivation and children’s brain development in connection to the
severity of impact these factors can have on children whist outside of the womb
(Allen, 2011). These findings on prenatal brain development support the need for
intervention and enriched environments to support children in gaining the best start
in life cognitively, whilst ensuring secure foundations for life-long learning and
development.
1.2 Cognition and Schemes
Cognition was widely studied by Piaget (1953) and Vygotsky (1962), both theorists
identified the process of knowledge construction for children however, Vygotsky
(1962) expanded the work of Piaget (1953) by elaborating on the importance of
social and sociocultural interactions. Piaget (1953) developed theories of cognitive
development including: schemes, schemas and stages of development. Holistically
his work explored at how children understand and interpret the world around them.
Piaget (1953) also devised age appropriate stages based on the process of cognitive
development and the development of thought (Sutherland, 1992; Smidt, 2009).
Piaget (1953) identified four pre-dominant stages, within each stage he proposed
three interlinking sub-stages consisting of: assimilation, accommodation and
equilibrium. These stages outline the ways in which children receive information,
accommodate new information and adapt their prior knowledge to store new
knowledge and concepts. The first pre-dominant stage Sensori-motor is identified as
the most significant to children under two. This stage suggests that as children begin
to explore their ideas and understanding they combined both their senses and
physical skills to cognitively reason information,
within this key aspects include: exploration,
experiences, senses, interactions and movement
(Louis et al. 2011; Dowling, 2013). Piaget (1953)
believed within this age children are both: born with
innate schemas such as looking and listening as
well as learn from their experiences however,
children need to learn how to control their schemas
and draw benefits from their experiences to enable
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flourishment of the mind (Beswick, et al, 2008). Alongside this children need to
develop their physical development and challenge themselves through aspects such
as lifting and moving (Bee, 2000; Shinskey and Jachens, 2014).
Focusing under two years, the sensori-motor stage has emphasised the importance
of object permanenc’. Piaget (1953) suggested that babies do not have the
understanding as to what happens to objects when they leave their sight and quite
often will seem as though they have forgotten about the object ‘out of sight out of
mind’ concept (Clare, 2012; Bertenthal, 2013). This does not necessarily have to
occur with a removable object it can relate to people to. If an adult is to hide their
face in games such as ‘peek-a-boo’ babies will often look puzzled as they are
unaware of what is going to happen (Bertenthal, 2013). Object permanence
develops widely during the babies first to second year and objects start to have
‘roles’ in their lives for example: toys for shaking, ball for rolling. This in when
children begin to make important cognitive links between symbols representing
objects and understanding that objects exist even when out of sight (Bertenthal,
2013; Shinskey and Jachens, 2014).
Schemes are the constructions of knowledge made within the brain from birth
however, it is when the child or baby takes action that the scheme becomes a
schema. Schemas develop on a wide spectrum from: holding and looking, throwing,
moving and other physically exerting areas of development (Lindon, 2007). Piaget
(1953) strongly believed playing was an important role in a child’s own learning
journey, suggesting that children act solely as active participants in their own
development of knowledge (Bee, 2000; Lee and Gupta, 2003). Both Piaget (1953)
and, later on, Athey (1972) identified schemas as repeated patterns of behaviour
however, Athey’s (1972) research took a more hands on approach towards schemas
by identifying the need to observe schemas in action (Athey, 2007). Schemas have
no ending and children develop their own schemas as part of their own development,
age and ability. Most babies will learn the same early schemas during the early
stages of development, which are holding, looking and listening. As the child
develops they will embark on their own individual schemas depending on their own
personal interest or for the purpose of reasoning new information in their own mind
(Bee, 2000).
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1.3 Environmental Influences
Environmental influences are supported by the work of Bronfenbrenner (1970) and
Bowlby (1969). Bronfenbrenner’s theory (1970), the ecological systems approach
stated that children are part of the economy in which they grow and develop
(Bronfenbrenner, 1970). This means that children mature naturally as part of the
process of everyday life and do not become themselves without input from their
environments (Lindon, 2007; Bronfenbrenner, 1994). This theory is best described
as the ‘Russian Doll theory’ (Lindon, 2007) with the child right in the centre and the
influences surrounding them displayed by the dolls on the outer side, the closer the
doll then the more impact this will have on the child. Bronfenbrenner (1970) identified
these outer influences and circles as sub-systems (Lindon, 2007; Bronfenbrenner,
1994). There are five sub-systems with the ‘microsystem’ most directly influencing
the child and this includes impact from family, peers and day-to-day settings. The
microsystem is where children need the highest positive influences to support
cognitive stimulation; what children access and observe will influence them in many
ways so positive influential environments promote life-long foundations (Macleod-
Brudenell, 2004).
Bowlby (1969) can be integrated into this through his focus on attachment theory,
secure attachments in particular have shown effects on children’s emotional
development and their resilience to explore (Macleod-Brudenell, 2004). Through
promoting secure attachments children will have the security to engage in unfamiliar
surroundings as they will feel comfort from a consistent adult who will be represented
as a secure base (Macleod-Brudenell, 2004; Taylor and woods, 2005). The key
person approach is vital in settings to ensure strong bonds with children develop
(Elfer et al, 2003). Elfer (2003) identifies two impacts to this approach: the child and
the adult. Key people are expected to develop good relationships with parents to
inevitably support the child most effectively; to gain a home-setting relationships
where communication around the child can take place comfortably between the
parent and the practitioner. Positive relationships also transfer onto the child and will
create an all-round parent, child, practitioner relationship (Elfer et al, 2003).
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The environment itself needs to be stimulating to intrigue children’s need for
engagement whilst aiming towards age, ability and stage appropriate activities. The
Early Years Foundation Stage (DfE, 2014) statutory framework states that in order
for children to achieve their full potential then good quality early years combined with
good enough parenting secures a happy, enjoyable learning environment (DfE,
2014). Enabling environments are identified within the Development Matters
document (DfE, 2012); it is paramount to create an environment that reflects the
children’s abilities to scaffold their learning through a variety of relevant resources
promoting extended learning opportunities such as risky play (EE, 2012; DfE, 2014).
1.4 Schemas in Play
Schemas are expressed widely in children’s play, this is known as ‘Schematic play’.
Play is seen as one of the most important aspects of child development as it occurs
naturally and gives children the freedom to gain experiences, use their imagination
whilst expressing themselves in any way they desire (Dowling 2010; White, 2012).
Isaacs (1930) argued that play is ‘child work’ and children are ‘active learners’ which
is also supported by Piaget (1953). Children need to be given adequate time to
explore, engage and develop themselves independently through their surroundings
(Willan, 2011). As well as this children need freedom to think for themselves and
develop their independence which is identified as an important life skill (Hutton,
2016). Children will learn cognitive skills such as problem-solving but also emotional
and social skills which will support them in the future (Bruce, 2004). Free-flow play is
the most influential for children as it allows them to develop their ideas, consolidate
their learning and effectively take into consideration their actions whilst embedding
new knowledge which is similar to the process of schemas: assimilation,
accommodation and equilibrium (Mayers, 2006; Bruce 2005). Schematic play is
beneficial to development as it is a naturally occurring process; it acts as a ‘scaffold’
towards self-understanding through its repetition of actions. Vygotsky (1978)
developed the scaffolding theory highlighting the importance of adult and peers
support however, schemas are innate behaviours and vary depending on the child’s
stage of understanding (Bee, 2000).
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The most commonly observed schematic play in under 2 year olds are rotation,
enclosing, enveloping and transporting. These involve mainly physical actions and
are evident during the first two years as children develop their own movements and
senses (Atherton and Nutbrown, 2013). Rotation is linked to the Sensori-motor stage
when children develop an interest in things which turn or through patterns such as
spirals and circles (Louis et al, 2011). Schematic play can be viewed as ‘negative
behaviour’ especially when trajectory or transportation is identified. Recent studies
reported that practitioners need to have specific knowledge in areas of learning,
especially schematic play as this supports a wide scope of learning within cognition.
Through this review of research the researcher has devised the following research
question: “How does the setting support the development of schematic play for
children under two?”
2. Research Findings
2.1 Research Overview
The researcher has conducted the proposed action research project solely on one
provision to effectively evaluate the planned question - “How does the setting
support the development of schematic play for children under two?” The following
findings show the key data exposed when collating evidence in support of the
question. In relation to the methodology section triangulation of multiple methods
were sought to gain rich qualitative data, including: Questionnaires, interviews and
observations.
2.2 Integrating Play and Learning
Question eight from the questionnaires intrigued the researcher when analysing the
participant’s ideology on what they believed a schema is. The answers given differed
from playing alone to the ways in which children make mental connections in their
learning, however, all participants answered with either play and learning highlighted
as a definition for schemas. Participant 2 and 7 gave similar answers in the
questionnaires stating:
“A child who plays in a certain way,”
(Participant 2:Q8)
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“A child during play is focused on a specific aspect, such as rotation.”
(Participant 7:Q8)
As the extract shows above, even though both of these answers are worded in
differing ways – play in certain ways and play as focused on a specific aspect, the
researcher is aware that the participants understand the basis of a schema and that
the participants have knowledge that schemas are followed due to ‘specific aspects’
as identified for rotation by participant 7. Both participant 3 and 8 build further on the
ideology by introducing the concept of ‘learning’:
“A child who has a certain type of learning.”
(Participant 3:Q8)
“The way in which children make connections in their learning through organised and
repetitive play.”
(Participant 8:Q8)
Furthermore, participant 3 and 8 unfold schemas more linked to theory as they
identifying the importance of individual learning whilst highlighting the concept of
repetitive play which support cognitive reasoning– this links to both Piaget (1953)
and Athey (1972) as both theorist recognises schematic play as repetitive behaviour.
Overall this shows that collectively the participants have a foundation to the basis of
understanding around schemas but are not 100% sure on the specific definition
furthermore, participant 1 merges the ideology of both aspects of play and learning
by stating:
“A Repeated Pattern of play that aids a child’s individual learning and development.”
(Participant 1:Q8)
Upon reflection of this, both Isaacs (1930) and Frobel (1840) theories has been
identified in this statement as the answer given suggests children as active learners
in their own work “aids a child’s individual learning”, whilst developing an imperative
aspect of cognition. Combining all three key features play, individual learning and
cognition, the researcher believes that Paget’s (1953) theory of schematic play has
been identified, as Piaget (1953) recognised the process of schemas as naturally
occurring within children’s day to day play. This also supports the work of Athey
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(1972) through repeated patterns of behaviour. This further endorses Vygotsky’s
view of self-understanding of the world around us, through the engagement in
repetitive actions (Anderson et al, 2014). Evaluating all responses from question
eight, participant 1’s explanation was the closest out of them all in relation to the
literature and theory. This participant was one of the highest qualified with current
studies in Early Childhood.
“NVQ Level 2 + 3, FdA Early Childhood Policy and Practice, Working towards BA
Early Childhood Studies.”
(Participant 1: Q2)
Underpinning this theme is question nine in the questionnaire:
“On a scale of 1-5 how strongly do you agree / disagree with the following
statement?
(1 being strongly disagree and 5 being strongly agree)
Schemas in Children’s Play are such an important concept when it comes to
the development of our children that it’s worth taking the time to understand
them so you can facilitate them when you see them.”
The researcher used this quote as they believe it was relevant towards assessing
participant’s awareness of schematic play and the scale of importance they felt
schemas were to child development. The participants rated themselves between one
to five on how much they agreed with this statement, from this 100% of participants
marked themselves from three (neither agree nor disagree) and above: 12% three,
50% four and 38% five (Figure 1). These findings are significant when analysing
participants knowledge because although they do not fully understand the exact
definition of schemas, this response rate towards the importance of schemas
demonstrates 88% of participants have enough understanding to label them as an
‘important concept’ in a child’s learning process and only 12% of participants rating
themselves unsure (Scale 4 and 5).
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Figure 1: A pie chart to show participants opinions on a statement by Nature-
Play.co.uk (2012).
(Appendix 12:g)
Due to the project being an action research methodology, the researcher will target
those 12% of participants to support their knowledge further through a variety of
methods.
Participant 8 makes an empowering statement:
“Understanding schemas helps us to support and develop children’s learning. It
allows us to understand how children organise their thoughts and progress in their
understanding of the world around them.”
(Participant 8:Q9)
When analysing this response in the questionnaires, although it is not necessarily
key to the theme integrating play and learning, it provides a foundation for the
researcher when analysing as this shows that even the participants believe in
promoting understanding around schematic play. This is imperative when
considering question 11:
“Have you observed any schemas within children play within you room?”
As participants need to be aware of what they are looking for when observing
children. Even though 100% of participants answered ‘yes’ to the above question, it
is debatable how much knowledge they hold on the different schemas from Piaget
(1953) theory (Figure 2). As a whole when taking this into account: the participant’s
observations and again their answers provided when describing what a schema is,
Scale 1 0%
Scale 2 0% Scale 3
12%
Scale 4 50%
Scale 5 38%
Q9 - "On a scale of 1-5 how strongly do you agree/disagree with the statement?"
(1 Strong Disagree, 5 Strongly Agree)
Scale 1
Scale 2
Scale 3
Scale 4
Scale 5
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the ideologies are greatly different and the segregation between both play and
learning is where this stems from.
Figure 2: A graph to show participants identification of Schemas
(Appendix 12:i)
Question 13 contradicts the findings from question 11 as 75% of participants agreed
that schemas can be seen as inappropriate behaviour when focusing on the
transporting or trajectory schemas. Also if participants have lack of understanding in
the different types of schemas then they can be easily seen an inappropriate play
(Figure 3). However, if participants state to have observed schemas then this argues
why they agreed to schematic play being seen as negative behaviour because
participants should disagree if they personally do not find certain schemas to be
negative, they should be wanting to enhance play opportunities.
Figure 3: A graph to show participant opinion on the quote (Question 13)
0
2
4
6
8
10
Yes No
Num
ber
of
Part
icip
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Participants Answer - Yes/No
Q11 - "Have you observed any Schemas in children's play?"
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(Appendix 12:k)
The probing question in support of this identifies participant ideology on
inappropriate play highlighting two aspect: participant’s agreeance to inappropriate
play on behalf of their observations on other professionals having little knowledge
and secondly in agreeance because they have little knowledge themselves.
Participant 4 highlights a key concept to the research question as they state:
“Children learn and play in different ways and are unique, children test boundaries
that are in place which may seem ‘inappropriate’ but it is a way in which children
learn.”
(Participant 4:Q13).
This demonstrates that schemas can come across as children testing boundaries
rather than demonstrating the schema itself, the concept of children testing
boundaries could be wrongly applied especially in the age bracket under two years
old when children are in their most emotional phase (also known as the ‘terrible twos
stage’) however, both Participant 1 and 2 state differently as they suggest:
“When a person has knowledge on schemas and their benefits to children’s learning,
they may see this behaviour as undesirable as appose to facilitating learning”
(Participant 1:Q13).
“Because there is lack of understanding and knowledge.”
(Participant 2:Q13).
These findings show a two way argument between what appropriate behaviour may
be and the theme surrounding knowledge and understand. Both participant 1 and 2
Agree, 75%
Disagree, 25%
Q13 - Agree/Disagree Question on 'innapropriate behavour'
Agree
Disagree
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have reflection upon this question in the eyes of a professional observing the
practice of another whilst identifying the need for clarification on the benefits to this
developmental process. It is important to be able to segregate the individual schema
from inappropriate play and the most effective way is through knowing the child’s
individual personality (Caro, 2012). It is evident that a range of schemas have been
identified in the children’s play as shown in figure 4. Trajectory and transporting
schemas are identified as the main schemas which may be misinterpreted.
Figure 4: A pie chart to show the participants observed schematic play traits
(Appendix 12:j)
This shows overall play and learning are two ideologies in connection with schematic
play and collectively there is a foundation of knowledge on the basis of schemas.
The findings have drawn on ‘inappropriate behaviour’ and highlighted qualifications
and education of participants and the need to consider individuals knowledge,
understanding and training.
2.3 Planning and Activities
Question 4 is imperative when beginning to unpick this theme as it shows that 100%
of participants have a role and responsibility to observe and plan for children during
the daily routine of the setting. In addition to this, the participants stated what
aspects of planning they follow when fulfilling development opportunities.
Participants: 1, 3, 5, 6 and 7 all state that they plan for children by following PLODS
(Planned Lines of Development) which are specific to the individual child as well as
Rotation 18%
Trajectory 21%
Enclosure 3% Enveloping
4%
Transporting 29%
Positioning 18%
Connection 7%
Q12 - "Which of the folowing schemas have you observed?"
Rotation
Trajectory
Enclosure
Enveloping
Transporting
Positioning
Connection
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weekly planning which is group based. The weekly planning incorporates weekly
interests of the room. In addition to this participant 2, 4 and 8 answer more in depth
into how they support children generally in the day to day care of children.
Participant 2 identifies a key aspect when considering development and this includes
the child’s voice. For planning to be successful the child needs to have an interest in
the activities to be engaged in them for a prolonged period, this factor is also
underpinned by the UNCRC (1989) rights of the child.
“Observe, assess, plan, based on their own interests and abilities.”
(Participant 2:Q5)
Both participant 4 and 8 highlight the child’s interest as an important factor and
participant 8 also states their role in observing the child, this finding shows that they
actively engage in children play to identify their preferences.
“I plan for children using the EYFS and base it on their individual interests.”
(Participant 4:Q5)
“Observing their play and development, planning activities to help them progress
within specific areas.”
(Participant 8:Q5)
Drawing from these answers, it is evident that the setting has a wide range of steps
in place to support children’s development through individual PLODS and weekly
planning. However, the findings show a contradictory response as three out of eight
participants believe that the environment does not support schematic play (Figure 5).
Figure 5: A graph to show participants response to environment support
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(Appendix 12:l)
However when reflecting back on both: the most important aspects of child
development (question 5) and participants observations on schemas (question 11),
there is clear evidence that the participants can identify children who express
schemas and have understanding that all aspects of development are imperative to
the holistic child so again this finding effects how the settings supports schematic
play as overall development is not being taken into consideration as the environment
is not stimulating. When critically analysing this finding, there is no comparison to
education between the participants as they all hold a mixture of levels including:
“NVQ Level 2 + 3, FdA Early Childhood Policy and Practice, Working towards BA
Early Childhood Studies.”
(Participant 1: Q2)
“Working towards Early Years Level 3.”
(Participant 3: Q2)
“Currently doing my NVQ Level 3 Child Care.”
(Participant 4: Q2)
As an overall finding, the answers given to question 14 in response to the
environment is solely the opinion of the participant due to the lack in connection
between qualifications. Participant 3 and 4 may be connected due to their position in
education and poor understanding and knowledge may play an aspect to this but the
answer from a degree level participant highlights a need for adaptation. In this
0
1
2
3
4
5
6
Yes No
Num
ber
of
Part
icip
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Participants Answer - Yes/No
Q14 - "Do you think your room environment supports children who express Schematic Play?"
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instance the researcher believes the environment is not fulfilling its purpose by
providing opportunities for children to explore their schematic learning whilst
following the voice of the child.
Expanding on from this, participant 3 states:
“I think there could be ways we could explore schemas more.”
(Participant 3:Q14)
This suggests that the participants believe they need to explore schemas more
widely, through the terminology ‘we’ this leads the research to believe participant 3
would gain benefits from a whole group session or the team of professionals to
receive further information. Furthermore Participant 7 have reflected directly on their
personal observation of their key children rather than generally towards all children.
“During observations of my key children I have noticed one to show trajectory
scheme. The child continued to climb around the room and onto the furniture. For a
PLOD I planned an activity on physical development using the soft play, mats and
wooden ramps to create a safe environment that allowed the child to climb and
explore independently.”
(Participant 7:Q16)
This is evident that the participants have followed children’s schematic play and do
support their learning through activities however, whilst carryout these activities
participants are not always aware that the child is following a schemas as to many
professional it can be seen as just an interest of the child. Participants 1, 2, 5, 6 and
8 all identify different activities they have carried out to support children including:
soft play, transporting sand activities, climbing, posting and the use of the role-play
area. However the researcher feels that if the participants have enough knowledge
to create mini activities then they have potential to expand this minimal
understanding to eventually allow for further development opportunities. Participant 1
provides good examples of effective practice:
“Sand/ water – filling and emptying (trajectory),
blanket, fabric and material (enveloping and enclosure),
Blocks / train tracks (connection and positioning),
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Small world / sensory objects (transporting),
Cars, trains etc. (rotation)”
(Participant 1:Q16)
The researcher believes that a degree develops further understanding of key
concepts on the developing child including expansions on: theory and literature.
Participant 4 who is currently studying level 3 stated:
“I haven’t I have only observed”
(Participant 4:Q16)
This suggests that participant 4 has not supported schematic play within the setting
which provides an important finding because upon reflection of participant 4’s
questionnaire, it is also evident that they answered unaware to schemas in question
6 as well as outlining the need for extra support and training.
As well as this Participant 3 states:
“I don’t feel as a room we have much to support schemas, so could put a lot more
into practice and areas of development.”
(Participant 3:Q16)
This response identifies that not all participants are in agreeance towards the setting,
environment and individual supporting schemas and additionally recognises the
need to focus more on developing aspects of the environment. The research has
found some interesting findings especially based around the understanding of
participants and the lack of intervention on schematic play. Although there is
evidence to state participants are providing schematic opportunities, five out of eight
participant’s state that the weekly planning is not support children in this
developmental area.
2.4 Knowledge, Understanding and Training
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As a whole drawing from all the findings identified it is evident that knowledge and
understanding dominates the outcome for this project with 100% of participants
feeling they would benefit highly from more information and training around this
developmental area for children (Figure 6).
Figure 6: A graph to show participants opinion on developing their knowledge
further
(Appendix 12:p)
This theme reoccurred frequently throughout the questionnaires with evidence from
section 5.2 and 5.3 highlighting participants lack in knowledge, from this it is
apparent in question 19 that the setting does not provide information surrounding
schematic play nor does it provide training as identified in question 20. In figure 33 it
shows that 100% of participants agreed to lack in information and figure 34 shows
100% of participants agreeing to lack in training – these figures are significant when
reflecting on how the setting supports schematic play especially when developing the
professional’s everyday practice. This contradicts importance of child development
as schemas are seen as one of the most influential aspect to children’s cognitive
development, many theorists including Piaget (1953) supports schemas as cognitive
reasoning towards understanding the world around them (Lindon, 2007). If Piaget
(1953) states that schemas are a process in which children assimilate and
accommodate new information then both: figure 7 and 8 show that the setting does
0
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3
4
5
6
7
8
9
Yes No
Num
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Part
icip
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Participants Answer - Yes/No
Q21 - "As a continually developing professional, do you feel further information on Schemas would be benefitial?"
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not support schematic play through either verbal or non-verbal forms of
communication, this places an emphasis on the participant’s individual
understanding and motivation to gain that knowledge if they wish to do so.
Figure 7: A graph to show setting support (1)
(Appendix 12:n)
Figure 8: A graph to show setting support (2)
(Appendix 12:0)
There is evidence in the lack of participants understanding, especially when referring
back to question 13 on aspects of inappropriate behaviour of children, 75% of
0
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8
10
Yes No
Num
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Part
icip
ants
Participants Answer - Yes/No
Q19 - "Has the setting provided information on Schemas and Schematic Play?"
0
2
4
6
8
10
Yes No
Num
ber
of
Part
icip
ants
Participants Answer - Yes/No
Q20 - "Has the setting provided training on Schemas and Schematic Play?"
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21 | P a g e
participants believed that schemas can come across as inappropriate behaviour
which is a big percentage of the participants however, participant 1 stated:
“When a person looks at knowledge on schemas and their benefits to children’s
learning, they may see this behaviour as undesirable as oppose to facilitating
learning.”
(Participant 1:Q13)
This response is key to the proposed question on how the setting supports
schematic play because if there are knowledgeable others within the setting then
their understanding could be reflected onto others. On the other hand, this must not
be the case as not all participants are aware of this developmental stage. In child
development a degree is desirable, reflecting on participant 8 who holds a degree
they focus schemas solely on the physical aspect of learning again this mix in
participants ideology plays an emphasis on participant’s knowledge and
understanding and the need for further training.
“I often see these types of behaviour Children explore their physical development in
different ways.”
(Participant 8:Q13)
As well as this, the participants must feel their room in which supports children’s
development is not enriching enough to enhance schematic play as 100% of
participants made suggestions to improving the environment.
“More information on schematic play, courses offered, to develop practitioner
knowledge.”
(Participant 2:Q15).
“More areas of play-such as tuff spots and separate areas to relate to different types
of schemas-posting, boxes etc.”
(Participant 3:Q15).
The two above extracts represent the different answers given to question 15 when
recommending improvements in the room. Reflecting on first sub-theme participants
1, 2, 4, 7 and 8 recommended: training, courses and information as ways in which
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22 | P a g e
they feel they would benefit most effectively with participant 7 highlighting the need
for these types of implementation to take place during staff meetings.
“During a meeting the focus could be training on schematic play, so that the room
has a better knowledge. Ways of supporting it can be discussed and introduced.”
(Participant 7:Q15)
These responses are significant when referring to professionals in a settings as it
shows acknowledgment of personal lack in understanding, to be a successful
continuously developing professional identifying where they feel most weak in
knowledge is imperative. 100% of participants identified the need for improvement
within the topic of schematic play. The second sub-theme suggests the need for
better resources and focus more on adapting the setting by constructing activities
and areas of play (Participant 3, 5, 6). Overall both of these findings are important
especially the focus on participant’s knowledge and understanding, the researcher
feels that as a team schematic play is not indefinitely embedded into the
practitioner’s everyday practice. Due to the answers provided, the action research is
focusing more on this aspect with 100% of participants showing interest in wanting to
know more about this topic area (Figure 9).
Figure 9: A graph to show participants opinion on developing their knowledge
further
(Appendix 12:p)
0
2
4
6
8
10
Yes NoNum
ber
of
Part
icip
ants
Participants Answer - Yes/No
Q21 - "As a continually developing professional, do you feel further information on Schemas would be benefitial?"
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23 | P a g e
Additionally, participant 2 states:
“I feel I would benefit from further training in this area, and I would be able to provide
more for a schemas as I would have more understanding. I believe every practitioner
should be trained in these areas of play.”
(Participant 2:Q23)
This participant has acknowledge the benefit schematic knowledge would have on
their practice and shows passion in wanting to provide children with more learning
opportunities. Although participant 2 gives a personal opinion they also support the
need for unity of knowledge and understanding to effectively enhance the provision,
care and education for children.
Participant 3 gives an alternate view:
“As a parent and practitioner I would take great interest in developing my knowledge
on schematic play and learning.”
(Participant 3:Q23)
Even though participant 3 is a professional in the setting, they recognise the benefits
this would having their own children and again similar to participant 2 feel they would
benefit from developing their knowledge further. Both of these participants are either
level three or working towards a level three qualifications but have such great
interest in wanting to know more information regarding this developmental stage.
When working in this age, schematic play is imperative to cognition so to receive a
100% agreeance to gaining more knowledge, the researcher feels they have
conducted a successful project. Underpinning this is question six, 13% of
participants recognise they have no awareness of schemas or schematic play
(Figure 10).
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24 | P a g e
Figure 10: A graph to show Participants awareness of overall Schemas /
Schematic Play
(Appendix 12:e)
Overall Figure 11 identifies the different ways in which participants feel they would
access information more beneficial, the outcome shows that 35% of web links to be
the most effect form of information sharing and information leaflets to be the second
best form by 25%. The researcher has taken into consideration the participants
responses and suggests that due to this being an action research projects, they will
look into and conduct an information sheet containing relevant information around
schemas. Due to 15% of participant preferring email communication, the researcher
will suggest this form of information sharing for those who wish to develop more
knowledge with the facility to gain paper copies if needed.
Figure 11: A pie to show how participants would access further information
most effectively
Yes 87%
No 13%
Q6 - "Are you aware of Schemas / Schematic Play?"
Yes
No
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25 | P a g e
(Appendix 12:q)
3. Conclusion and Recommendations
In conclusion of the findings, the research has provided many aspects surrounding
the proposed question which will benefit the practitioner and child, these include:
participants awareness on schemas and the support children receive on schematic
play through the environment and planning process. The upmost key finding overall
identified, is answers and results relating to the participant’s prior: education,
knowledge and understanding around schematic play. From these themes, the
researcher has identified the following answers for the research question: “How does
the setting support the development of schematic play for children under two?”
Although participants could identify schematic play, there was not a collaborative
ideology on schemas resulting in fragmented descriptions of what they believed a
schema is. In order to support schemas fully, a basic understanding of knowledge
needs to be sought. Schematic plays has been observed but is not 100% supported
by all participants which contradicts the answers provided in question 5 “in your
opinion, which aspects of child development are most important” because 100% of
participants answered all aspects to be important. Relating to literature surrounding
schemas and Piaget’s (1953) sensori-motor stage of development, all participants
working with children between the age of birth to two years should have awareness
of this cognitive developmental stage as it is identified as the most significant to
children under two (Louis et al 2011). Concluding this, it is evident that the setting
and participants are not consistent in supporting schemas with clear identification
Internet Link/ Weblink
35%
Information Leaflet 25% Articles
10%
Email 15%
Recommended Reading - Books
10%
Other - Training (Stated by
participant) 5%
Q22 - "How would you access further information?"
Internet Link/ Weblink
Information Leaflet
Articles
Email
Recommended Reading - Books
Other - Training (Stated byparticipant)
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26 | P a g e
throughout findings that this result is due to the individual’s lack of knowledge,
support and training.
The following recommendations are presented:
1) The researcher has considered developing an information leaflet including
web links and article to support practitioners’ knowledge and understanding.
2) Results to be presented in an information presentation to promote discussion.
3) In order to promote increased involvement of practitioners next time,
interviews could be carried out in group sessions in the form of an informal
chat to initiate conversation surrounding the topic area.
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