Why Your Child Keeps Throwing Things: Understanding Schemas in Play
Does your child do any of the following…
- Line up all their toys just so?
- Repeatedly throw their cup on the floor?
- Wrap everything in a blanket — including themselves?
If so, you’re not alone — and they’re not misbehaving.
They’re likely exploring something deeply important to their development: schemas in play.
Schemas aren’t just “odd habits.” They’re how young children (and many neurodivergent learners) make sense of the world. Once we understand them, everything clicks — and we can stop correcting, and start supporting.
So What Is a Schema?
A schema is a repeated pattern of behaviour that helps children learn about physical experiences and abstract ideas. It’s like a mental blueprint — built through play.
Think of schemas as your child’s experiments with the world:
- What happens if I drop this again?
- Can I make this fit inside that?
- How far can I move this from A to B?
They’re not trying to make a mess, get attention, or be difficult. They’re testing theories — and they do it again and again until their brain says “yes, I get this now.”
10 Common Play Schemas (and What They Might Look Like)
Your child might be:
🟣 Trajectory schema – Throwing toys, jumping off furniture, watching objects fly
🟢 Transporting schema – Carrying items from one side of the room to another
🔵 Enveloping schema – Wrapping things (or themselves) in blankets or boxes
🟡 Enclosing schema – Making fences or walls around toys
🟠 Positioning schema – Lining up toys, arranging objects symmetrically
🟤 Rotation schema – Spinning, turning taps, watching washing machines
🟣 Posting schema – Dropping items into containers, letterboxes, or tight spaces
🟢 Transformation schema – Mixing, pouring, changing materials (e.g., paint, mud, playdough)
🔵 Connecting schema – Tying, sticking, taping, building
🟡 Orientation schema – Hanging upside down, climbing, changing body position
And yes — many children explore multiple schemas at once!
Why It Matters for Neurodivergent and Early Development Learners
Schemas are especially important for:
- Autistic children
- Learners with developmental delays
- Non-speaking or sensory-seeking individuals
These learners may engage in schematic play for longer — and in more intense or creative ways. When misunderstood, it can be labelled as “disruptive” or “obsessive.”
But when understood?
You realise — this is how they learn best. And by offering safe, sensory-rich alternatives, we help them regulate and engage more meaningfully.
What Can You Do?
Here are some quick tips to start supporting schemas in your setting:
✅ Observe first – What schema(s) do you notice?
✅ Stop correcting – Is it unsafe or just messy?
✅ Offer “yes spaces” – Safe ways to repeat that pattern
✅ Match the schema to learning – Use transporting for maths, or trajectory for sensory stories
✅ Share with your team – Understanding schemas helps everyone respond more calmly
💡Example: If a child is deep in a trajectory schema, set up a water tray with droppers and sponges — not just rules about "don’t throw."
Ready to Support Schema Play Confidently?
👉 The full Schemas in Play Training Pack includes:
✔️ Theory behind schema learning
✔️ Visual examples of all 10 common schemas
✔️ Practical ideas for play, toys, and classroom setups
✔️ Tips for redirecting safely without shutting it down
✔️ Downloadable links and product suggestions for home/school
This guide helps you recognise schematic behaviours before they become behaviour concerns — and instead use them to support regulation, curiosity, and connection.
Final Thought:
The next time your child is throwing, wrapping, lining up, or spinning — don’t ask “How do I stop this?”
Ask:
🔄 What are they trying to understand?
🧠 What is this teaching me about how they learn?
And from there — you’ll know what to offer next.
