Editing Jean Piaget (section)

===Schema===
A schema (plural form: ''schemata'') is a structured cluster of concepts, it can be used to represent objects, scenarios or sequences of events or relations. The philosopher [[Immanuel Kant]] first proposed the concept of schemata as innate structures used to help us perceive the world.<ref>Eysenck, Michael W. and Keane, Mark. T. (2010). ''Cognitive Psychology: A Student's Handbook'', (6th.). East Sussex: Psychology Press..
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A schema is a mental framework that is created as children interact with their physical and social environments.<ref>Naested, I., Potvin, B., & Waldron, P. (2004). Understanding the landscape of teaching. Toronto, Ontario: Pearson Education Canada.</ref> For example, many 3-year-olds insist that the sun is alive because it comes up in the morning and goes down at night. According to Piaget, these children are operating based on a simple cognitive schema that things that move are alive. At any age, children rely on their current cognitive structures to understand the world around them. Moreover, younger and older children may often interpret and respond to the same objects and events in very different ways because cognitive structures take different forms at different ages.<ref>Shaffer, D. R., Wood, E., & Willoughby, T. (2005). Developmental psychology: Childhood and adolescence. Toronto, Ontario: Nelson Education Canada.</ref>

Piaget (1953) described three kinds of intellectual structures: behavioural (or sensorimotor) schemata, symbolic schemata, and operational schemata.

*''Behavioural schemata'': organized patterns of behaviour that are used to represent and respond to objects and experiences.
*''Symbolic schemata'': internal mental symbols (such as images or verbal codes) that one uses to represent aspects of experience.
*''Operational schemata'': internal mental activity that one performs on objects of thought.<ref>Piaget, J. (1953). The origin of intelligence in the child. New Fetter Lane, New York: Routledge & Kegan Paul.</ref>

According to Piaget, children use the process of [[Constructivist theory|assimilation and accommodation]] to create a schema or mental framework for how they perceive and/or interpret what they are experiencing. As a result, the early concepts of young children tend to be more global or general in nature.<ref name="Auger, W. F. 2007">Auger, W. F., & Rich, S. J. (2007). Curriculum theory and methods: Perspectives on learning and teaching. Mississauga, Ontario: John Wiley & Sons Canada.</ref>

Similarly, Gallagher and Reid (1981) maintained that adults view children's concepts as highly generalized and even inaccurate. With added experience, interactions, and maturity, these concepts become refined and more detailed. Overall, making sense of the world from a child's perspective is a very complex and time-consuming process.<ref>Gallagher, J. M., & Reid, D. K. (1981). The learning theory of Piaget and Inhelder. Austin, Texas: Pro-Ed.</ref>

A schema is:
*A critically important building block of conceptual development
*Constantly in the process of being modified or changed
*Modified by on-going experiences
*A generalized idea, usually based on experience or prior knowledge.<ref name="Auger, W. F. 2007"/>

These schemata are constantly being revised and elaborated upon each time the child encounters new experiences. In doing this children create their own unique understanding of the world, interpret their own experiences and knowledge, and subsequently use this knowledge to solve more complex problems. In a neurological sense, the brain/mind is constantly working to build and rebuild itself as it takes in, adapts/modifies new information, and enhances understanding.<ref name="Auger, W. F. 2007"/>