Throwing and learning with a trajectory schema

Children learn through their actions, playful experiences and the interactions they observe with others. also much of learning, is about children constantly experimenting with the world around them, finding new ways to navigate space and figure out opportunities with novel and exciting outcomes.

Children are busy individuals who explore in all sorts of ways each and every day. As they do so, they develop millions of neurons every second, building patterns and making connections, leading them to repeat actions and behaviours as a way to test and trial through play. These repeated behaviours are what are referred to as schematic play, or schemas. There are different types of schemas that children can present, and often more than one schema will be used in conjunction with another.

One prominent schema that often presents itself early in children’s development is that of trajectory, which involves throwing and pushing and pulling.

Trajectory schemas are all about the cause and effect objects have when they move, creating motion and directions. Observing children’s behaviour and identifying repeated actions, representations and behaviours of a trajectory schema, might include play which involves:

Throwing objects on a large scale, such as balls in the garden, and watching them bounce.
Throwing smaller objects to create an effect like water splashing in the water tray.
Building towers and showing a clear interest in knocking them down.

Engaging with schematic activities both in setting and at home that involve direction through the air, like catching games, playing with ribbons and kites, flying paper airplanes or physical activity such as swinging on swings or jumping to experience movement through space for themselves.

All schemas provide an avenue for learning through play. The trajectory schema specifically helps to support understanding of spatial awareness and speed, concepts of cause and effect as well as hand-eye co-ordination and gross motor skills too!