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I have been to an early years conference today, and Have just attended a wonderful workshop hosted by cath Arnold from Pen Green, all about children's schemes. I can't wait to get back to pre school on Monday and put into practice all I learned today! She is such an inspiration. :D:D

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Today made me look at our children in pre school in a totally different light! I discovered why my children are doing what they are doing! The schemas fell into different catagories such as, envelopers! these are the children that 'envelope' themselves in many different ways, we have a little girl that likes to 'envelope' her arms with paint! she likes to play in the tent and to put scarfs around her and over her body, i didn't relise she was an 'enveloper' until today!

I will try and put down all that I learned today in some sort of sense, but it's late and i have had friends over and my brain is not working!

 

and sue, the arm is fine, it caused quite a stir today!!! I think I may be a clossett 'enveloper'!!! covering myself in tattoos! :D

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Oh yes !

we've done schemas as a learning pattern that chidlren go theorugh, such as layering and sticking objects one over the other. Painting the entire surface of paper with one colour or evern liking wheels and circles.

 

I would be keen to know what to do with the information about the child once her/his schema has been recognised.

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Hi Bubblejack

You should have come over! :) It would have been lovely to meet you. What workshops did you do? Along with the Schemas I did, 'More than a butterfly painting'

 

prehaps we will bump into each other at another course sometime?

 

Take Care

Trea x :D

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I wasn't sure it was you Trea. I was sitting opposite the speaker. I kept asking her about using schemas for the base of the planning but she didn't really answer.I am stiil none the wiser. In the afternoon I did the maths workshop.

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I remember you! :D When you asked your question about planning it was at the end of our session, and I thought at the time, I wish we had, had more time as I too would have liked a little clarification with the planning side of it.

 

Now I know your face, i'll be sure to say hello next time :D:D:D

 

trea :)

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Trea if only I had looked at the list of names beforehand I would have connected you by the name of your setting. I have been trying to identify each childs schema's already. Can't wait to get back Monday to confirm my thoughts with staff and parents. I chose this workshop to learn more about schemas but feel I am stuck in limbo as I don't what to do with this information.

Also I am still curious to know what happens if a child gets stuck on a schema will it become an obsession/phobia in later life. Kath Arnold said probably not but the person sitting next to me said this happened to her and she had to address it in later life.

Will look forward to meeting up with you again

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I would be interested to know how to use the knwledge of each child's schema to bring progression. This was an issue I had when we did schemas at college. There was an understaning and recognition but no further development of how to use this information. Would be interested in more details of how to use this within the nursery setting

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Our Early Years co-ordinator is observing a child at a setting which uses identification of childrens schemas for basis of planning.She may be able to help. I feel i need to know how to do this properly so I can justify myself to Ofsted. I was also advised to use the levels of learning with schemas( was supposed to be doing the EEL accreditation scheme but having been waiting for the Early Years to start it.)

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It's interesting to hear your comments about the application of schema theory. Helen's very interested in schemas, and she'll be reviewing the Chris Athey book soon. But I know she was finding it difficult to come up with a meaningful way of applying it.

 

Identifying the schemas children are using certainly, but applying it - not so easy.

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Thinking about children I've observed and identified as using schemas over the years since I became aware of this, I feel I've mainly benefitted from understanding their play and actions, so not jumping to hasty conclusions or giving them problems before they've gone anywhere! I well remember a less enlightened colleague at my old pre-school, some years ago demanding we call in 'a specialist' to look at one little boy. He enjoyed throwing and kicking, and 'wrapping up' anything that stayed still for long enough - including staff and himself!! She was horrified when I replied that he was just exploring the world his way, leave him be. ( I hasten to add, we did remove the more hazardous play to a safer area) When I started talking about trajectory and enveloping schemas, you could clearly read the disgust in her face, as she went off to tidy up someone's play.... xD

 

I still can't see how to apply these to formal planning, but think that if you are aware of children with schemas, it is beneficial to supply resources to allow them to explore further. Maybe that's as far as it goes?? It is, after all, possible to plan too much, I think.

 

Just a few thoughts :o

 

Sue :D

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Quick postscript, have just come across an interesting article on this subject in Nursery World, cover dated 15 April 2004. It's entitled 'Move it' and part of a series by the Pen Green Centre with Chris Athey.

 

Sue :D

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HI all,

intersting topic this and one that validates the usefulness of this forum--we're all syuck on the same thing!

I heard Tina Bruce talk on using schemas for observation and it was fascinating but afterwards I didn't quite know how to move on with it, Afterall I'm not sure it helps much to know that the childen are transporters and thats why things never stay where they've been set out and tidy up is such a headache!I alos thought that remaining stuck in a schema could lead to learning problems/ difficulties so surely you do need to know how to provide experiences to move on and are the schemas hierarchical/ developmental or what?

 

Think a trip to the library may be in order.

 

1 of the feeder nurseries at my last school was planning with schemas and looking closely at Reggio type experiences, planning from the child but I never managed to pin them down to more nitty gritty details.I know that much as they complain about the age the children were being admitted to school, they also said there way of working was making it impossible for them to use the LEA preprofile that has been devised.

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What i find hard to get my head around is that we should plan wiht the child's schema in mind. It's hard enough to do planning for small groups and the whole class. Sometimes i think lea advisors expect us to write IEP on each child to show that we are planning for all. The worst thing is that you get an activity organsied and the child concerned doesn't come for 3 days. :o

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I am hoping that once I get my head round "schema planning"things will be easier. Once I have identifield all the childrens schemas I will plan things for a different schema each week. Normally children with the same schema play together. I was advised to have a plan at each activity listing the learning intentions for that activity to help staff and justify myself to Ofsted.

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I do think that it would be a good idea for OFSTED inspectors to attend these workshops , then prehaps we wouldn't have to 'justify ourselves' , just because it isn't considered 'the norm' xD

 

 

you know it's sad... but true (has metallica playing in the background! :D )

 

 

trea :o

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Schemas are a planning tool, once identified they help us to plan for individual childrens needs. The children are showing us how they learn best at a particular stage of their development and we extend as required.

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I am expecting my first combined inspection in the autumn term and I am thinking about asking for an inspector that understands about schemas I do need to get more information about planning this way first.

Trea did it impress you when the tutor jumped off the chair and turned round in the air like superwoman. I can't do it can you.

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xD Bubblejack, that's why I really enjoyed her workshop, because she made it fun, now be honest could you really see me even getting onto the chair, let alone jumping off it!! :(:(

 

 

1-0 come on England...... Frank Lampard I Love you!! :D:o

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Yes it was good, more interesting than the afternoon session(maths)Two ladies fell asleep how embarassing!!!It was a shame because there were some very good ideas but they were not delivered in an interesting way. . Are you going to the Reggio exhibition our Early Years will fund transport.I am really interested in the Reggio way of thinking.I will try and persuade my husband to drive me there. I am not very confident when driving to a different place I am O.K. once I am shown the way first time.

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:o:(xD :wacko: :(:(xD sorry nothing to do with last post but... Doh! Doh! Doh! Doh! how could we (England) Lose a 1-0 lead!!
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:D Pleasssseeee Bubblejack if you can..........go to the Reggio you will never turn back this was the kick i was looking for a few years ago.........its a brilliant exhibition good luck with transport!!!??
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:o Brilliant.............iam going to the one in Birmingham with my Reggio Research group, at the Custard Factory!!??? not sure which dates yet, which one will you be going to Birmingham, Cambridge or Folkestone?:D:D
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