Young Children Learning Through Schemas

This creative and highly engaging text describes how young children learn through exploring repeated patterns in their actions, known as schemas, and how they can help inform planning for children 's learning. The contributors differentiate between the philosophical approaches underpinning constructivism and behaviourism, and include a variety of case studies of a small number of children in order to demonstrate the universal explorations we all engage in as human beings. The approach from the contributors, which involves presenting observations of one or two young children per chapter is engaging and enables readers to hold in mind many complex ideas simultaneously. It includes observations of young children at home, in nursery and in groups with their parents or carers, which feed in to the debates about early years practice and the roles of families and professionals.