Schemas

Piaget (1952) defined a schema as a

“cohesive, repeatable action sequence possessing component actions that are tightly interconnected and governed by a core meaning.”

Schemas are a way of organising knowledge, a way of learning, each relating to one of the world’s aspects, like an object, action or abstract concept.

According to Piaget, schemas are what we use to understand and respond to situations, ‘building blocks’ of knowledge that we store and apply when needed.

For example, a schema for a friend of yours is likely to include information regarding her appearance, behaviours, and personality.

As children get older, their schemas become more numerous and elaborate. (see below)

Piaget viewed growth as a process of ‘adaption’, through ‘assimilation’ and ‘accommodation’, two concepts that deal with schemas.

Assimilation is the process of using an existing schema to deal with a new object or situation.

Accommodation is the process of changing an exiting schema to make it comply with a new object or situation.

For example, a child has knowledge (a schema) of what a dog is. To them, it is merely a four-legged animal. When they come across a cat, they will use assimilation to retrieve the existing schema stored in their mind and apply it to the situation, they will think that the cat is a dog because it, too, has four legs.

When the child is informed that this animal is not a dog but in fact a ‘cat’, the child will use accomodation to change their existing schema to make it comply with this new thing, and will now understand that dogs and cats are different animals.