Bit of this

The drama queen and I are faffing about with modern technology. He strolls up, takes the ever stuck hands from his pockets, leans over and hits the power button. Hey presto we have music.

Everyone has the wrong day and I get spoilt rotten. The french fancies are much needed pick me up after a fraught morning. He threw sand, water, and a pile of just tidied dinosaurs everywhere. I have the upper hand though, and tell him the drama queens mum is taking him home, and he better not keep her waiting. Meanwhile while encouraging him to rectify the mess he has been making with his hurling (read trajectory) schemas, the girls have emptied all things that draw over the mattress in the corner and the boys have rounded up dinosaurs and bricks to add to the mayhem. They are all obviously exploring thier transporting style. And then to top the lot I find someone has flooded the loos. (I really should have opted to go outside thinks I).

We get the poor g pig out and lots join us as we discover how fragile and dependent they are on us. And in particular why it is not a good idea to throw sand their way. This has restored my faith in them as they are all kind and caring to a man. And several express shocked disapproval at certain behaviors. (Good job I didn't loose my rag or they would be reflecting that back). Good morning work then what ever a fly on the wall might have made of it.

Bit of that

Schemas are patterns of repeatable behaviour which can often be noticed in young children's play. Some easily identifiable schemas are:

Schema	Description of possible behaviours
Transporting	A child may carry all the bricks from one place to another in a bag, the sand from the tray to the home corner in a bucket, push a friend around in a toy pram.
Enveloping	A child may cover themselves in a flannel when washing, wrap dolls and toys up in blankets and fabric, cover their painting with one colour.
Enclosure/containing	A child may put their thumb in and out of their mouth, fill up and empty containers of all kinds, climb into large cartons, sit in the tunnel, build 'cages' with blocks.
Trajectory;Diagonal/vertical/horizontal	A child may gaze at your face, drop things from their cot, make arcs in their spilt food with their hand, play with the running water in the bathroom, climb up and jump off furniture, line up the cars, bounce and kick balls, throw.
Rotation	A child may be fascinated by the spinning washing machine, love anything with wheels, roll down a hill, enjoy spinning round or being swung around.
Connection	A child may distribute and collect objects to and from a practitioner, spend time joining the train tracks together, stick the masking tape form across form the table to the chair.
Positioning	A child may put things on their head, prefer their custard next to their sponge not over it, lie on the floor or under the table.
Transforming	A child may add juice to their mashed potato, sand to the water tray, enjoy adding colour to cornflour or making dough.