Supporting children’s schemas in play-based activities and curricula are a valued and embedded part of early childhood practice in many education systems. However, this is not the case in Wales’s early years Foundation Phase (FP) curriculum – something that my study sought to address. As the first piece of research into children’s schemas in the Welsh FP curriculum, it looks at the link between schemas and child involvement.
Currently, FP practitioners are given little policy guidance on what schemas are, how to recognise them and how they can provide a window into a child’s thinking. This is despite the ethos of the FP play-based curriculum advocating starting with a child’s interests and being child-centred, holistic and experiential – all key concepts that should make the FP a ‘schema-friendly’ curriculum.
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