I currently look after a child who displays trajectory
schema which is described by the BBC:
‘Trajectory: diagonal/vertical/horizontal: gazing at your
face; dropping things from their cot; making arcs in their spilled food with
their hand; playing with the running water in the bathroom; climbing up and jumping
off furniture; lining up toys or soft animals; bouncing and kicking balls,
throwing.’
This particular child used to throw everything. As he has developed he is now able to roll
cars rather than throw them. He loves to
stand at the low sink at the children’s centre and hold his hands under the
water. Interestingly, he is has just
discovered the step up to the sink and spent a length of time practising climbing
up and down the step. Balls are often
the toy he chooses to play with, he throws them then runs or crawls after them.
I have recently observed that a child often envelopes
things. In one particular session he was
playing with plastic dinosaurs. He carefully
placed pieces of play dough all over his dinosaur. It was then taken to the sand tray where he
covered it in sand. He then held it
under the tap covering it in water. He repeated the process of covering in play
dough then sand, then water over and over again.
The BBC describes an enveloping schema:
‘Enveloping: wrapping oneself up in a bath towel or large
piece of fabric; enfolding a doll or stuffed toy in a blanket; painting a sheet
of paper in entirely one colour.’
Adults often notice they display schemas too. I line things up. The shoes by my front door annoy me if they
aren’t placed in pairs, side by side. In my food cupboard all the tins are kept
in rows of the same tinned food. I got
rid of the rug in my living room as it really annoyed me if it wasn’t straight
against the lines of the wooden floor.
Have you spotted any patterns in your child’s play? Do you
have a schema yourself?
The cBeebies article explains how a child’s schemas are fundamental
to them. ‘Knowing about them makes a wonderful basis for you to better
understand your child’s development and support them rather than become
frustrated with their behaviours. Through understanding the idea of schemas,
you may recognise and value your child’s underlying interests and needs.’
