Pen
Investigating young children’s learning through a Schema Lens
Investigating young children’s learning through a Schema Lens: How can Schema Theory inform practice in an early years class in a special school?
By Christine Parker (Pen Green Teaching School Alliance) and Antonio Griffiths-Murru (Kingsley Special Academy)
This is a reflection part-way through our research project to find out how reflecting on children’s play through a schema lens will add depth to our interpretations of their actions and language (Vygotsky, 2004). The context is a class of Foundation Stage-aged children in a special primary school in Kettering, Northamptonshire. The eight children in the class have a wide range of high needs. So far, we have focused on two pupils. We are a class teacher, Antonio, and researcher, Christine, working together to unpick how we can further enrich formative assessment processes by paying attention to schema theory.