Following Athey’s (2007) germinal work many other early childhood education researchers (Cubey, 2008; Meade & Nutbrown, 2011; Atherton & Nutbrown, 2013; Louis & Featherstone, 2013; Mairs & the Pen Green Team, 2013; Siraj-Blatchford and Brock, 2016; Grimmer, 2017; England, 2018), and increasing numbers of early childhood educators have identified and documented a range of common operational ‘Schemes’ that young children repeatedly apply in their free Play. At their best, these initiatives support educators in focusing upon the schemes spontaneously applied in children free play to scaffold their learning and achievement of curriculum objectives.
In support of this endeavour, the dominate schemes applied in each of the Picture story books included on this site are identified to support personalised selection to suit the individual children and groups.
A few examples of the most dominant Schemes identified in some classic story books are provided here as illustration:
The most dominant scheme in The Three Little Pigs is ‘Containing’ (Enclosure): This schema drives the main plot of the story, it relates to the building, to entering, and defending spaces, and it plays a crucial role in the pigs’ survival and success.
The dominant schemes in Little Red Riding Hood is ‘Transporting’ and ‘Trajectory’: The story is structured entirely around a purposeful journey and movement through space, which is a core feature of this schema in children’s play and storytelling.
The dominant schema in The Emperor’s New Clothes is ‘Transformation’: as the entire story revolves around changing appearances, illusions, and social perceptions. The end of the story transforms the understanding of everyone involved.
The dominant schema in Goldilocks and the Three Bears is also ‘Containing’ (Enclosure): The story centers around entering, exploring, and interacting with enclosed spaces and artefacts.
研究表明，兒童的遊戲能力隨著自我意識的發展而發展，他們學會相互合作，最初分享遊戲空間和道具，然後隨著他們認識到在社會戲劇遊戲中可以扮演互惠角色，學會合作。捉迷藏可能是最簡單的例子，但孩子們扮演家庭角色，或在需要「店主」和「顧客」的遊戲商店中玩耍，也是例證。這些合作對支持兒童學習集體解決問題、解決衝突和同理心的能力極為重要。因此，我們超越現有的圖式早期兒童教育文獻，指出故事在哪些方面可以透過建模來支持合作方案的發展。
https://www.ner.gov.tw/program/686f7ed94996c700233eb9e2
https://www.ner.gov.tw/program/688995cc2c53da0023c968cd
[1] In much of the literature the term ‘Schema’ is applied due to mistranslation from the French, and the term ‘Scheme’ is applied correctly here in order to distinguish between the operative schemes and figurative schema (as in Piaget’s Mechanisms of Perception).
References
Atherton, F., & Nutbrown, C. (2013). Understanding schemas and young children. London, Sage Publications.
England, L. (2018). Schemas: A practical handbook. London, Featherstone.
Grimmer, T. (2017). Observing and developing schematic behavior in young children. London, Jessica Kingsley.
Louis, S., & Featherstone, S. (2013). Understanding schemas in young children again! again! London, Bloomsbury Publishing Plc.
Meade, A., & Cubey, P. (2008). Thinking children: Learning about schemas. Buckingham, Open University Press.
Nutbrown, C. (2011). Threads of thinking: Schemas and young children’s learning. (4th ed.). London, Sage Publications.
Piaget , J. 1969 . Mechanisms of Perception , London : Routledge & Kegan Paul
Siraj-Blatchford, I. and Brock, A. (2016) Early childhood pedagogy and the schema play approach. London: SchemaPlay Publishing.
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