Understanding Schemas and Young Children

′I am very excited about this book. It fills many gaps: the age group focused on, the integration of theory with observations of schema learning, effective learning and teaching in play settings.

Atherton and Nutbrown have followed in the footsteps of other important researcher-theorists in studying young children in depth over a long period of time (18 months). They listened intently to what seven children were ′telling′ them about their patterns of thought whilst attending a day care setting - including without spoken language to begin with. The authors demonstrate that babies and toddlers are "astonishing thinking things" when adults get to know them differently through observing their play from a schematic perspective.

Dozens of detailed observations of schematic development are provided that enrich practitioner and academic understanding of how very young children learn. The authors integrate

theoretical and research knowledge following each observation by precisely matching quotations from Athey, Piaget, Rogoff, Gardner or other learning theorists with the point the child has demonstrated about learning. Atherton and Nutbrown "walk their talk" albeit at an academic level. In discussing the role of practitioners in early years settings, they assert the need for precise matching of adult talk to the children′s thinking concerns and challenge practitioners to provide a conceptual response to children′s thinking - and they mean concepts that many would expect from school learning. They provide practical and specific illustrations of how this can be done in connection with the main forms of thought that babies and toddlers demonstrate as they explore the material world.

With socio-cultural learning theory gaining prominence in the field of early education, attention to children learning about schema and mathematic and scientific concepts declined for a time. I am confident that this book will reverse that. Atherton and Nutbrown have brought together socio-cultural and cognitive learning theories with ease in their synthesis of the literature, in theorising the schema stories about the children, in providing "stories of the characteristics of effective learning", and in stories about strengthening children′s dispositions and understanding of the world. Their metaphors are brilliantly evocative; for example, adults should be "learning accomplices" of children showing "compatible like-mindedness".

This book will greatly enhance understanding of learning throughout the early years, not just of babies and toddlers, and reinforces the importance of responsive professionals who understand children′s schemas. It details how communication with family members at home enhances the opportunities for matched learning encounters between adults and children′
-Dr Anne Meade, Consultant

′This book makes a welcome and valuable contribution to the recent literature on young children and schemas. It strengthens and supports findings of earlier studies and focuses on a younger age group. It is drawn from a study carried out with rigour and contains several ′gems′, such as ′the bike and slide exploration′; the idea of adults engaging in ′a dialogue of conceptual correspondence′ with children; ′attuned accompaniment′ and tables outlining ′what the children might have been thinking′. A great read!′
-Dr Cath Arnold, Pen Green Early Years Centre

′This is an exciting and illuminating account of babies and toddlers, following their schema fascinations with determination and competence, as they continually explore and experiment and come to know their world.

A most valuable resource not only for early years practitioners working with the youngest children, but also for those responsible for the over threes, indeed, for anyone desiring to learn more about using the schematic approach.

The complex skills of the "attuned matched learning encounters" between adults and children and the vital partnership between practitioners and parents are woven throughout the report.

This book captivated me. It should be in every early childhood education setting′
-Pam Cubey

[This book] is original in the way that it situates schema theory in the context of other contemporary theories about care, learning and development, and also original in its specific focus on babies and toddlers. The observations of these very young children’s activities and their play are strikingly written; the book is exceptional for the quality of its material and the skilful ways in which narratives from children’s lives are presented. -- Julian Grenier, Sheringham Nursery School and Children’s Centre, London
A well presented text with relevant examples facilitating the development and application of student′s knowledge and understanding. -- Audrey Isherwood * drupal *
An exceptional book- very accessible -- Dr James Holt * drupal *
I really like this text. It is a welcome addition to literature on working with infants and toddlers. I am especially pleased that this book is based on the thought provoking doctoral study of the main author. The images bring the book to life and add depth of meaning to the text. -- Dr Jools Page * drupal *
A user friendly guide to the importance of schemas in young children -- Kerrie Lee * drupal *
Fantastic...a highly recommended text. The pictures and descriptions show exactly how schemas work which enables students to look for examples in their own practice. It is such a clear read for people unfamiliar with the concept of schemas and a good text for tutors to refer to in lectures...excellent! -- Miss Catherine Farnon * drupal *
A very clear book which explains clearly schemas. -- Miss Katie Lee * drupal *
Too many cases studies and not enough theory to then relate to practice. (good use of imagery though) -- Miss MARIE JENKINS * drupal *
Excellent easy to use book when delivering child development. Students liked using this book in the sessions delivered, this book I feel is essential wihtin the course delivery. -- Miss Paula Ledson * drupal *
Excellent text for supporting various units on the L3 BTEC, accessible text for students and staff. -- Miss Rebecca Lindley * drupal *
Understanding schemas and young children on a contemporary topic of interest. It gives good case studies of young children′s schemas. It is an ideal text for undergraduate students studying child development. -- Miss Sandra Lyndon * drupal *
This will be for those interested in understanding child development. -- Mrs Alison Silby * drupal *
This book is very relevant to our Health Visitor Students when they are considering how young children learn. It does not currently fit into any of our modules directly as it is very specific but I do refer to when discussing practice. -- Mrs Alison Whitehouse * drupal *
A brilliant book to illustrate to new degree students how schemas are thoughts in action. Supports our students in expanding their understanding of cognitive development in the early years. -- Mrs Caroline Guard * drupal *
This is a very comprehensive and useful book for our Level 3 students. It is a very accessible read for them and is well laid out. I enjoyed the ′All about Henry′section, which I feel will be very beneficial for students enabling them to understand schema in practice. -- Mrs Dawn Rigby * drupal *
This book is excellent to introduce and give very practical knowledge in relation to the formation of Schema′s in young Children. In particular my Child Development Class found it most useful to them in conducting cognitive observations on children between the ages of 0-6 years. It helped my students to formulate well informed evaluations after an observation had taken place on a child over a period of weeks. I have also found that my students now find it easier to link and observe concept formation development in children as they express through play

Dee Daly
Humanistic Integrated Psychotherapist &
Lecturer in Childcare Development
Psychology
-- Mrs Deirdre Daly * drupal *
This book is filled with wonderful images and descriptive observational material.
Students have found the text accessible and really informative, as it has been cited on frequent occasions by students studying the Developing Child Module. -- Mrs Denise Salter * drupal *
Excellent resource that will support students to further understand schemas -- Mrs Fiona Craig * drupal *
A very good read, explains the concept of childrens Schemas in easy to understand term. a must for early years students. -- Mrs Helen Middleton * drupal *
A must for all early years students, explians the concept of childrens schemas in understandable terms. -- Mrs Helen Middleton * drupal *
A super resource for students and existing practitioners; well designed with an explanation of the theory behind schemas, followed by case studies that help to embed understanding. Well-presented, and the use of coloured photographs is a bonus -- Mrs Janet Harvell * drupal *
Very good supportive information on the concept of schemas and schematic play. Recommended to my students undertaking their Child Development exam. -- Mrs Jayne Daly * drupal *
Very thorough and pertinent to child development and professional studies -- Mrs Jenny Carpenter * drupal *
Excellent
Interesting and academically written
Will become an essential source of information for future students -- Mrs Julie Brierley * drupal *
Schema is an important theme within the Early Years, one which practitioners should fully understand.This an excellent easy to use book for use when delivering child development. -- Mrs Liz Tomlin * drupal *
An excellent text in helping students to understand schemas -- Mrs Louise Atkins * drupal *
I know that I will be using this book regularly with our Early Childhood Studies students who sometimes find this topic challenging. Detailed and specific examples of observation make the link between practice and theory clear, relevant and easy to follow. -- Mrs Mary-Louise Maynes * drupal *
This is an excellent text for students on early childhood programs. Accessible to students for level 4 and upwards. -- Mrs Michelle Rogers * drupal *
Thought provoking book with thorough coverage of schematic behaviourwith plenty of illustrative examples. -- Mrs Nicola Stobbs * drupal *
A great book which draws on schemas and provides concrete examples of how to support and recognise them. A must have for those who work with the birth to threes! -- Mrs Nikki Fairchild * drupal *
Many students find the concept of schemas quite complex. Atherton and Nutbrown have provided clear and accessible guidance for not only students but to their tutors too in getting key themes across. The study carried out brings the work alive and allows students the capacity to understand more fully the putting theory into practice that lecturers keep talking about. This will be on the recommended reading list for the next academic year and has been recommended to students already on the course. -- Mrs Sandra Dumitrescu * drupal *
The use of images helps to illustrate explanations -- Mrs Sara Castle * drupal *
A very welcomed text. It strengthens and supports findings from research surrounding schematic learning in young children. Excellent pictorial evidence and case studies that demonstrate schematic learning experiences which will strongly support student’s knowledge and understanding. The observations of schematic learning can only enhance the role of the working professional who wants to improve practice when working with the under three age range. Particularly welcomed is the links with theoretical and research knowledge e.g. Rogoff. This book reinforces the need for highly reflexive and responsive early year’s individuals. -- Mrs Sharon Colilles * drupal *
This text book is clearly laid out and will prove useful to learners when looking at and investigating the various theorists. -- Mrs Sharon Lock * drupal *
This was a very user friendly introduction to Schemas. Loved the use of colour photographs - some beautiful pictures! -- Mrs Tanya Richardson * drupal *
Excellent resource for Level 3 and Higher Education drawing on relevant examples to illustrate concepts and themes. -- Mrs Valerie Quinn-Martin * drupal *
This book has very useful case studies which students can explore to deepen their understanding of schemas. It also contains many photographs to illustrate a range of schemas which students will find helpful. -- Ms Aoife Cooney * drupal *
Informative, accessible and comprehensive text suitable for all students and practitioners. Great for study and for developing or updating practice. -- Ms Caroline Brooks * drupal *
Schema is an important theme within the Early Years, one which practitioners should fully understand. This book breaks down the types of schema and uses examples to provide evidence to the reader. -- Ms Clare Steere * drupal *
Helpful insight into children′s play and why they do what they do the way they do. -- Ms Dawn O'Connell * drupal *
Fascinating insight into developing schemata of young children. Useful for all early childhood and early years education programmes. -- Shirley Larkin * drupal *