The Role of Schemas in Toddler Practice (18–36 Months)

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(This pathway component is currently available to read on the page below and will be available for download by: March 31st 2026)

The Role of Schemas in Toddler Practice (18–36 Months)

A professional guidance document explaining how schemas underpin learning and shape effective toddler practice.

Purpose of This Document

This document explains how schemas underpin learning for toddlers aged 18–36 months and how they are intentionally supported within our practice.

It provides clarity for:

• practitioners working directly with toddlers

• leaders overseeing curriculum and provision

• inspection conversations about intent, implementation and impact

Schemas are a core pedagogical driver in our toddler rooms, not an additional layer of planning.

What Are Schemas?

Schemas are repeated patterns of behaviour through which toddlers explore ideas and make sense of the world.

Toddlers may explore schemas through:

• physical actions

• play with objects

• movement and space

• sensory experiences

Schemas are not fixed stages. Children may explore several schemas simultaneously or revisit them over time.

Why Schemas Matter in Toddlerhood

Between 18–36 months, toddlers are driven to understand:

• how things move

• how objects relate to each other

• where things belong

• what happens when they act on the world

Schemas allow toddlers to explore these ideas deeply through repetition.

What may appear as repetitive or challenging behaviour is often purposeful schematic learning.

Common Schemas Seen in Toddler Rooms

While every child is unique, common schemas in toddlerhood include:

• Transporting – moving objects from one place to another

• Trajectory – throwing, dropping, pushing or watching things move

• Enveloping – covering, wrapping, hiding or filling spaces

• Rotation – turning, twisting, spinning or rolling

• Connection – joining, separating, building and dismantling

• Positioning – lining up, stacking, arranging or placing objects carefully

These schemas are viewed as valid and valuable learning pathways.

Our Pedagogical Approach to Schemas

In our toddler rooms:

• schemas are noticed, named and valued

• adults seek to understand the learning behind the behaviour

• environments are adapted to meet schematic needs

• children are not rushed to move on

Schemas are supported, not suppressed.

Schemas and Curriculum Intent

Our curriculum intent recognises schemas as a central mechanism for learning.

This means:

• provision is designed with schematic exploration in mind

• resources are chosen for openness and adaptability

• adults understand how schemas support development across all areas of learning

Schemas inform adult decision-making but do not create expectations for children.

Schemas in Continuous Provision

Continuous provision plays a key role in supporting schematic learning.

For example:

• transporting schemas are supported through baskets, bags, wheeled toys and open-ended containers

• trajectory schemas are supported through ramps, balls, water play and outdoor movement

• enveloping schemas are supported through den-making materials, boxes, fabrics and sand

Provision remains available long enough for deep exploration rather than being frequently changed.

The Role of Adults in Supporting Schemas

Adults support schematic learning by:

• observing patterns over time

• describing and narrating children’s actions

• offering resources that deepen exploration

• ensuring safety while protecting learning

Adults avoid unnecessary redirection unless behaviour is unsafe.

Language is used to validate the child’s exploration, not to label it as correct or incorrect.

Schemas, Behaviour and Emotional Regulation

Understanding schemas supports positive behaviour and emotional wellbeing.

Many behaviours often viewed as challenging are better understood as:

• unmet schematic needs

• sensory exploration

• attempts to regulate or understand the environment

By adapting provision, adults reduce frustration and support regulation.

Observation, Assessment and Schemas

Schema observation is:

• narrative

• ongoing

• focused on patterns rather than isolated moments

Observations are used to:

• understand interests and motivations

• adapt environments and interactions

• inform team discussions and planning

Schemas are not assessed against outcomes or used to track attainment.

Schemas and Inclusion

A schema-based approach supports inclusion by:

• assuming competence in every child

• valuing non-verbal learning

• supporting sensory and communication needs

• reducing behaviour-led responses

Schemas provide a strengths-based lens for understanding all children, including those with SEND.

How Schema-Based Practice Supports Progression

Schema-rich toddler practice supports progression by strengthening:

• sustained engagement

• problem-solving

• physical coordination

• communication

• emotional regulation

These foundations support later learning without accelerating children beyond their developmental stage.

Summary

In our toddler rooms:

• schemas are central to learning

• repetition is respected as deep thinking

• environments respond to children

• adults interpret behaviour through a developmental lens

By embedding schemas into everyday practice, we ensure toddlers are understood, supported and given time to learn in ways that are meaningful to them.

Document Updated: January 2026

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(This pathway component is currently available to read on the page above and will be available for download by: March 31st 2026)

Recommended next read Selection

Additional Documents | Professional Membership Contents (Toddlers 18-36 months)

Navigate our Curriculum & Pedagogy guidance documents here.

Pedagogical identity:
Relationship-led, sensory-rich toddler practice grounded in schemas, play, and responsive adult interaction.

• 1. Welcome to the Toddler Room (Start Here)

  👉 This section prevents over-planning and aligns practice.

  • Toddler Pedagogy Position Statement – How Toddlers Learn (18–36 Months) [Free Orienting Sample]

  • Toddler Curriculum Overview & Rationale[Free Orienting Sample]

  • How Our Toddler Curriculum Works

  • The Role of Schemas in Toddler Practice

  • Curriculum Intent in Toddler Rooms (What It Means — and What It Doesn’t)

  • FAQs: Toddler Planning & Pedagogy

• 2. Toddler Curriculum & Developmental Progression

  👉 Adult understanding, not child targets.

  • Toddler Curriculum Maps

    • Progression across 6-month bands (18–24 | 24–30 | 30–36 months)

  • Intent → Progression Grids (Practitioner Reference)

  • Area of Learning Progression Maps

• 3. Observation-Led Practice & In-the-Moment Planning

  👉 Observation is the driver of planning.

  • In-the-Moment Planning Prompt Sheets (Toddlers)

  • Weekly Planning Template

  • Toddler Narrative Observation & Analysis Template

  • Focused Observation Templates

    • Communication & Language

    • PSED

    • Physical Development

    • Maths Seeds

    • Characteristics of Effective Learning

    • Behaviour & Emotional Regulation

    • Schema Observation & Analysis

• 4. Continuous Provision in the Toddler Room

  👉 The environment does the teaching.

  Universal Continuous Provision

  • Continuous Provision Setup Guides | Toddler Room

    • Small World

    • Messy / Wet Play

    • Dry Sensory & Loose Parts

    • Construction

    • Role Play / Home Corner

    • Mark Making

    • Book Area / Reading Nook

    • Music & Sound

    • Outdoor

  • Continuous Provision Maps (18–36 Months)

    • C&L

    • PSED

    • PD

    • Maths Seeds

    • Literacy Seeds

    • UW

    • EAD

  • Continuous Provision Audit & Resourcing List

  • Continuous Provision Rotation Planner Toolkit

  • Toddler Visual Support Labelling Pack | 18–36 Months

• 5. Outdoor Learning

  👉 Movement, regulation and sensory experience.

  • Outdoor Continuous Provision Pack

    • Outdoor Zone-by-Zone Setup Guide (Gross Motor, Sensory/Nature, Creative/Mark Making, Small World Outside, Water/Mud)

    • Seasonal Adjustments Planner

    • Outdoor Risk–Benefit Assessment Template + examples

    • Nature-Based Learning & Schema Guide

    • Outdoor Mark Making & Literacy Opportunities Sheet

    • Outdoor Maths Seeds Sheet

  • Why We Learn Outdoors in All Weathers (Parent Handout)

• 6. Projects, Themes & Schema-Responsive Contexts

  👉 Projects are optional contexts, not directives.

  • Year-Long Project / Theme Curriculum Map (52 Weeks)

  • How Projects Work in Toddler Rooms (Guidance)

  • Schema Coverage & Support Map

  Project/Theme Planners:

  • 12 × Main Project Planners (3–4 Weeks)

    • All About Me & My World

    • People Who Help Us

    • Autumn - Senses, Colours & Change

    • Light, Dark & Celebrations

    • Winter-Weather, Warmth & Cosy Spaces

    • Transport & Journeys

    • Growing & Changing

    • Animals & Their Homes

    • Food & Nutrition

    • Minibeasts & Nature Explorers

    • Summer - Sand, Sea & Sun

    • Playful Patterns & Construction

  • 8 × Mini-Project Planners (1 Week)

    • Big Machines & Building

    • Cooking & Food Play

    • Teddy Bears’ Picnic

    • Colours Everywhere

    • Water Play Week

    • My Favourite Things

    • Rhyme Time Week

    • Weather Wonders

• 7. Adult-Focused Invitations & Activity Resources

  👉 Invitations, provocations and shared experiences.

  • Activity Cards Pack

    Supports Child-led learning and responsive provision

  • Area of Learning Progression Maps & Adult Focus Sessions

    (Organised by Age Band: 18–24 months | 24–30 months | 30–36 months)

    Supports intentional teaching, vocabulary development and staff confidence

    • Communication & Language

    • PSED

    • Physical Development

    • Maths Seeds

    • Literacy Seeds

    • Understanding the World – Experience Progression Pack

    • Expressive Arts & Design – Creative Media & Expression Toolkit

• 8. Language, Interaction & Emotional Development

  👉 Interaction is the curriculum.

  • Toddler Room Poster – Five Sentence Stems For Toddler Practitioners

  • Supporting Emotional Regulation Through Language

  • Language-First Approaches in Toddler Rooms

  • Toddler Behaviour & Regulation: A Quick Guide

• 9. Assessment, Statutory Requirements & Leadership

  👉 Proportionate, meaningful assessment.

  • Progress Check at Age 2

    • Report Template

    • Practitioner Guidance

  • OFSTED Questions We’re Ready For

• 10. SEND & Inclusion

  👉 Early identification, gentle support.

  • SEND Inclusion Strategy Pack (18–36 Months)

    • Practical SEND & inclusion strategies for toddlers aged 18–36 months

    • Six quick-reference strategy sheets covering communication, sensory needs, anxiety and behaviour

    • Aligned with the EYFS Framework and the Assess–Plan–Do–Review approach

    • Inclusive, diagnosis-free guidance ready to use in everyday practice

    • Ideal for observations, provision planning, team use and Ofsted evidence

• 11. Transition & Parent Partnership

  👉 Strong partnerships, realistic expectations.

  Transition

  • Toddler → Preschool Transition Pack

  Home–Setting Communication

  • Toddler Room Parent Update & Home Learning Sheet

  • Letter Templates Pack

  Parent Information Pages

  • Why Mark Making Matters (Before Writing)

  • Supporting Speech & Language at Home (0–3 Years)

  • How To Build Language Through Play

  • Why We Learn Outdoors in All Weathers

Additional Whole-Setting Guidance | for Professional Members

Explore our whole-setting guidance below, including overarching curriculum and pedagogy documents, early years schemas and EYFS setting policies.

• Curriculum & Pedagogy

  • Little Owls Resources’ Curriculum Intent Statement

  • EYFS from Birth to 5: Curriculum Coherence & Pedagogical Throughline

  • Whole-Setting Curriculum Map (Birth-5): Curriculum Intent & Progression

  • Pedagogy Guidance Document

  • Speech & Language Development - Setting Statement

  • EYFS Inspection-Facing Summaries

• Early Years Schemas

  Early Years Schemas - Practitioner Toolkit | EYFS Birth-5

  ↪ Schema Cards (definition, behaviours, age-related examples, enabling resources)

  ↪ Schema Observation & Responsive Provision Planning Template

• EYFS Setting Policies

  • EYFS Group Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Policy Sign-Off and Confirmation Document

    ↪ EYFS Setting Policy Folder Contents List

  • Childminder Setting Policies Pack

    ↪ x 22 Policy Documents

    ↪ Childminder Assistant or Volunteer Policy Sign-Off and Confirmation Document

    ↪ Childminder Policy Folder Contents List

• EYFS Glossary

  EYFS Glossary

  ↪ Clear, practitioner-friendly explanations of key curriculum and pedagogy terms used throughout our guidance.

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Content within the EYFS Curriculum & Pedagogy Membership is provided as professional guidance and support. It reflects current understanding of the EYFS statutory framework, Development Matters and inspection expectations at the time of writing. Practitioners are responsible for applying professional judgement and ensuring practice aligns with current statutory requirements and their specific context. All resources, experiences and environment arrangements must be risk assessed by the setting and used in accordance with individual children’s developmental stages, needs and supervision requirements.

Safeguarding content does not replace a setting’s safeguarding and child protection policy or the statutory role of the Designated Safeguarding Lead (DSL). All concerns must be managed in line with current statutory guidance and local safeguarding procedures.

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