exploringmontessori

A Montessori-Informed Perspective for Deeper Learning

As a researcher in early childhood education, I’ve found one of the most insightful areas of study to be the intersection between schema theory and the Montessori method. While they stem from different pedagogical traditions, both illuminate the way young children learn—by following internal drives, repeating behaviours, and exploring through movement, senses, and relationships with their environment.

In this post, I’ll explore what schemas are, how they show up in children’s behaviour, and how Montessori environments naturally support these learning patterns. I’ll also offer practical tools for observing schemas at home, a critical piece in helping children learn through movement and repetition.

What Are Schemas?

Schemas are repetitive patterns of behavior that emerge during early childhood. These behaviors are not random; they are the child’s way of testing theories and constructing knowledge through direct interaction with the world.

Some well-documented schemas include:

• Trajectory – throwing, pushing, jumping, sliding
• Enclosure/Containment – putting objects inside containers
• Transporting – moving items from one place to another
• Rotation – spinning wheels, turning in circles
• Positioning – arranging objects in lines or patterns
• Transformation – mixing substances, squashing, tearing
• Orientation – turning upside down, looking from different angles

These schemas are often misunderstood as simply messy or “naughty” behaviour—but they’re actually signs of deep cognitive engagement.

The Science Behind Schemas

Schemas are closely linked to what developmental psychologists call constructivist learning—the idea that children build knowledge by interacting with their environment. Piaget’s early work laid the foundation, but researchers like Chris Athey extended these ideas into practical frameworks for educators.

Schemas:

• Are dynamic mental structures that evolve through exploration
• Represent a child’s working theories of the world
• Can co-exist and overlap (a child might explore trajectory and enclosure simultaneously)
• Reflect the child’s inner drive to make sense of their experiences

Understanding schemas helps us see patterns in play, not just isolated behaviors.

How Schemas Align with the Montessori Approach

Montessori environments, while not using the term “schemas,” are deeply aligned with their principles.

How Montessori Naturally Supports Schema Play:

• Freedom of movement – Children are free to repeat actions like rolling, transferring, spinning
• Sensorial materials – Encourage exploration of weight, direction, and spatial relationships
• Practical life activities – Pouring, scooping, washing support schemas like transporting and transformation
• Respect for repetition – Children can repeat tasks until they’ve satisfied a developmental need
• Minimal adult interference – Allows space for uninterrupted self-directed schema exploration

Observing Schemas at Home: A Research-Informed Guide

Many caregivers instinctively notice patterns in their child’s play, but naming those patterns as schemas offers a new layer of understanding. Observing schemas at home is especially valuable because:

• It connects everyday behavior to learning theory
• It helps adults respond with empathy rather than correction
• It informs meaningful play setups, toys, and routines

What to Look For

Start by watching your child in unstructured time—ideally when they’re free to explore without adult-directed tasks.

Questions to guide your observation:

• What actions does my child repeat throughout the day?
• Are they moving objects in a certain way (rolling, throwing, lining up)?
• Do they seek out specific materials (containers, ramps, wheels)?
• Are they repeating actions during meals, bath time, or outdoor play?

Common examples at home:

Observed Behavior	Likely Schema
Throwing toys from the high chair	Trajectory
Placing blocks in and out of a basket	Enclosure/Containment
Carrying shoes or items across the house	Transporting
Spinning in circles or rotating lids	Rotation
Lining up cars, books, or blocks	Positioning
Stirring water or squashing food	Transformation
Looking at things upside down	Orientation

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Preparing Schema-Supportive Environments

Instead of redirecting behavior that may seem repetitive or chaotic, try responding with intentionally prepared environments that offer safe, open-ended opportunities.

Home Setup Ideas by Schema:

Schema	Home-Based Materials
Trajectory	Ball ramps, bean bags, scarves for tossing
Transporting	Baskets, bags, wheelbarrows, trays with handles
Rotation	Gears, screwdrivers, salad spinners, whisks
Enclosure	Nesting bowls, large cardboard boxes, lids
Transformation	Playdough, cornstarch and water, kitchen prep
Positioning	Dominoes, peg boards, matching games
Orientation	Pillows for rolling, tunnels, rope ladders

Offer materials one or two at a time and rotate based on interest and developmental need.

Reflection for Parents and Educators

Schema-based learning calls for a mindset shift: from managing behavior to understanding development.

Ask yourself:

• What does this behavior reveal about the child’s current thinking?
• How can I support this with simple, safe materials?
• Am I offering enough time and freedom for repetition?
• How can I observe without interrupting the child’s process?

Let observation guide your choices—the child is showing you what they need.

Final Thoughts

Schemas and Montessori work beautifully together. While one provides the theoretical explanation, the other offers a practical response. Understanding both allows us to nurture the whole child—honouring their developmental path, curiosity, and need for movement and order.

By observing, supporting, and respecting these schemas, we move away from controlling behavior and toward nurturing intelligence.