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Modern scholars agree that Parten's theory has contributed substantially to our understanding of play, and while alternative classification schemes have been proposed, Parten's stages of play are still widely used.

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In product design, where one deals with real, physical objects, there can be both real and perceived affordances, and the two need not be the same. In graphical, screen-based interfaces, all that the designer has available is control over perceived affordances.

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A Downloadable PDF Book from Inspiring Scotland

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Written by Clare Caro

Schemas in Children's Play are such an important concept when it comes to the development of our children that it's worth taking the time to understand them so you can facilitate them when you see them.

Well it's really a fancy word for the What are these schemas?
urges that children have to do things like climb, throw things and hide in small places.

They appear through play; perhaps it is the way they choose to do things, or what they desperately need to do out of the blue!

Here are ten of these natural play-urges mapped out in a list, they can come one at a time, in bunches, some are super strong and last for ages... each child is different.

They are the building blocks for the brain, repeated behaviour that in turn forge connections in the brain, patterns of unfolding, learning and growth.

Schemas are such an important part in every child's development that they are covered in training for anyone in the business of care and education of young children - yet not too many parents seem to know about these natural, uncontrollable and totally necessary play-urges that children have.

Knowing about these play-urges can help us to understand why our children are so determined to do certain things that we might not understand. If we have no idea about the way in which a child exhibits signs of brain development, then we might actually think that the child is being 'difficult' or even try to stop the developmental urges themselves.

By knowing about these schemas we can recognise and support their urges and development.

After looking at each schema individually to get to grips with what each 'urge' is all about we may already be able to recognise some of the different ways they can appear in your child. Bringing It All Together

Rotation, Trajectory, Enveloping, Orientation, Positioning, Connection, Enclosure/Container, Transporting and Transformation are urges that show in all children starting as early as their first birthday, some times before.

As a parent, one of the best things about having an understanding of these urges is that we are able to recognise and support them in our children as soon as we see them. How Can Knowing About These Urges Help Us?

Sometimes they will come through as what we might once have seen as 'inappropriate behaviour' such as throwing objects in enclosed spaces or climbing on the table.

When we observe the behaviour and recognise the play-urge we are able to redirect it, your child will be happy to throw something outside where it is okay, or climb a tree instead! Its not about the action, its about the urge.

If the action is dangerous, harmful or inappropriate then find a more suitable outlet for the urge. That way the energy seeking expression (the urge) can fulfill its role in your child's development, and in an acceptable way.

If you found this useful, you might like these... Five Easy Steps for the Observer and The Adult Role in Child-led Play.

Thank you Jannelle Preston for the use of the acorn image to show Transporting.
Thank you Kylie D'Alton at How We Montessori for the use of the mixing pot image to show Transformation.

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Written by Clare Caro Schemas in Children's Play are such an important concept when it comes to the development of our children that it's worth taking the time to understand them so you can...

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Download and use these PDF documents to help guide your observations and reflections around loose parts!

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Pop-Up Adventure Play

play:ground NYC

Loose Parts and Intelligent Playthings Facebook Group

Seattle ReCreative

Scrap PDX

Tinkertopia Tacoma

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Materials, Prompts, and Play: A Book List

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Materials, Prompts, and Play: A Book List

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Savage Park by Amy Fusselman

The Gardener and the Carpenter by Alison Gopnik

Evolutionary Playwork and Reflective Analytic Practice by Bob Hughes

Beautiful Stuff! by Cathy Weisman Topal and Lella Gandini

Loose Parts : Inspiring Play in Young Children by Lisa Daly + Miriam Beloglovsky

Reggio-Inspired Mathematics from the Richmond, BC School District

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A Bellingham-based community play advocacy project

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Keep Reading + Connecting!

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Play- and Child-Centered Early Childhood Education.

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Asking families to support material explorations

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Getting the supplies you need when you need them can be a daunting task. It took me some trial and error to realize a staff email sent on an "as needed" basis isn't the best way to get my hands on all the materials I desperately need for my art room.

I found out the hard way this wasn't ideal when many people missed the email entirely or interrupted ongoing classes to deliver one item at a time.

So, I decided to get organized about asking for donations - particularly recyclable products before they are tossed in the bin.

Once a month I edit a pre-made "Art Collection List" and send it off to the office for distribution to all the families in our district.

Over the years, I've gleaned a few important tips to ensure you get what you want when you want it. Here's what I've learned.

1. Make the list short and include visual examples.

I've found it's best to limit your list to three items. People are overwhelmed by too much text, so be sure to include visuals as well. Show them exactly which plastic containers you want. Using photos or drawings is also helpful in districts like mine where so many different languages are spoken. Everyone can understand!

2. Show kids the list in class and remind them to hang it on the fridge at home.

Making a point to show your students what's coming home makes it more likely that they'll give it to their parents. You might even want to mention how you'll be using the supplies so students are more excited about collecting them. Encouraging students to hang the list on the fridge will serve as a constant reminder of items to save.

3. Provide an incentive.

This could be a special award or privilege in the art room. In my class, I award the title of "Best Recycler" to one student each month complete with a crown made from entirely recycled materials. It's a hit and reminds students garbage can be turned into something pretty awesome with just a little creativity.

4. Be consistent.

It's important to keep the look of your list consistent. This way, parents recognize it each month and it doesn't get lost in the shuffle of papers that go home.

5. Create a designated space for donations.

To avoid disruptions during class, have a bin or box outside your door where students can place items they've collected. Above it, put a folder with recycling certificates students can grab as a sign of participation. I ask them to put their names on donated items so I can keep track of who has earned a turn with the crown.

6. Recognize students who help out.

Although only one student can win the monthly "Best Recycler" award, I make sure to give all my students shoutouts. A kid's face will light up if you say, "Thanks to our A+ recycler, Shawn, we have all these awesome bottle caps to choose from!"

7. Don't forget to include your staff!

Put the lists in staff mailboxes and in staff gathering areas. I've even given the recycling crown to teachers who have been super contributors. Smart art teachers use all available resources to get what they need.

After you've done this for a year, you can simply reuse the lists for the next year. Just keep a copy saved so you can edit it if needed. If you generally do similar projects at similar times of the year, you may not even need to edit them.

Another bonus is that you don't have to store all of the items all year long; you can ask for what you need when you need it, and use it up as it comes in.

If you're looking for even more ways to collect free supplies, check out these other two great ideas from our archives:
Do you collect recyclables for classroom use? If so, how do you ask for them?

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7 Tips to Ensure You Get the Donations You Actually Want - The Art of Ed

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Getting the supplies you need when you need them can be a daunting task. It took me some trial and error to realize a staff email sent on an "as needed" basis isn't the best way to get my hands on all the materials I desperately need for my art room.