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This network explores how schema theory can support meaningful mathematical learning experiences for young children and how practitioners can use children’s schematic interests to inform planning, environments and interactions. Together, we consider how recognising and responding to schemas can deepen children’s engagement with mathematical concepts through play, movement, exploration and relationships.
The aim of this network is to provide support in using schema theory to inform maths planning and help embed this approach across your team. Through shared discussion, practical examples and reflective dialogue, practitioners will have the opportunity to:
• Explore common schemas and how they connect to early mathematical thinking
• Consider how schematic play supports concepts such as pattern, position, trajectory, enclosure, quantity and transformation
• Reflect on the role of the adult in observing, interpreting and extending children’s learning
• Share ideas for environments, provocations and experiences that support mathematical development through play
• Develop confidence in planning responsively from children’s interests and motivations
• Connect with colleagues across the region to share practice and challenges
This network is suitable for practitioners, leaders and childminders working with children across the early years age range who are interested in developing a more relational, child-led approach to early mathematics.
The sessions will provide a supportive space for discussion, reflection and collaborative thinking, grounded in real practice and children’s lived experiences.