Writer Lim defines a schema as patterns of repeated behaviour which is most noticeable in young children’s play (Lim, 2012). Similarly, Athey believes that a schema is a continuous, repeated behaviour in which experiences are absorbed and progressively coordinated; coordinations that lead to a higher more stronger schema (Phillips & Pearce, 2011). However, Meade and Cubey, authors of Thinking Children: Learning about Schemas, argue the term schema as a configuration of thought that is related to cognitive structures. Counteracting Lim and Athey, Meade and Cubey believe that schemas are similar to segments of ideas or concepts (2008). Aware of both counter perspectives, it is interesting to discover that researcher Bruce believes schemas have both aspects of a biological path and a socio-cultural path, both of which are correlated to children’s development. According to Bruce the ter...
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...h yet. This could then result it something that is too challenging for the students and/or does not coincide with their interest at the time.
Due to this, I believe that teachers should not just determine a students stage of schema through one observation, rather they should be conducting daily observations in order to determine the most accurate schema stage for that student. Teachers must be aware of mental structures, that are schemas, to understand what students know, what they do not know, and what can be done to enhance their knowledge of new and complex information. As a future teacher, I will conduct daily observations and research in order to deepen my understanding of my students schemas and to match their current stage and interest, which will result in each student reaching their optimal growth and development of learning taking place in my classrooms.
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