How action schemas are reflected in young children’s emerging language

ABSTRACT

This paper draws on observational studies of three young children in order to demonstrate firstly, their intrinsic motivation to explore systematically through repeated patterns of action or ‘schemas’; secondly, how those repeated actions appear and are explored in their emerging language demonstrating their increasing construction of and understanding of complex concepts. Concepts being explored included seriation, capacity and fit and movement and direction. What emerged was the value of child initiated learning, supported sensitively by adults, who need to ‘tune in conceptually’ to the children’s play.

KEYWORDS:

• Schemas
• development
• learning
• language
• concepts
• metaphor

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Cath Arnold has worked in the field of Early Childhood for 40 years, in both private and public sectors. She began as a Nursery Practitioner and, more recently, has carried out research and has written four books. She is parent to three children and grandparent to six children. Her first two books were on the development and learning of her two eldest grandchildren, who are now adults.