| Summary: | Recent UK Government policy means more and more two-year-old children will be entitlement to free places in a variety of funded settings in the future (DfE, 2013a). Understanding and knowledge of how two year old children’s cognition develops continues to remains an under researched area. A key achievement of this thesis is its contribution to the understanding of how two-year-old children use schemas to construct knowledge from their lived experiences This thesis contributes new knowledge through the detailed written and photographic illustrations, which portray how through day-to-day experiences four two-year-old children’s schemas are constructed and co-ordinated. This thesis also identifies what kinds of environments and pedagogy can support two-year old children’s schematic explorations and development. The thesis first reviews the literature highlighting the “preciousness” (Atherton, 2013: 6) of experiences children gain in their first few years of childhood. Followed by a critical examination of how recent research findings have intertwined to influence the evolving early years landscape. Methodological and ethical issues are identified and discussed. The thesis presents four case studies written as narrative stories of the children’s day-to-day experiences at nursery and home. Drawing mainly from Atherton, (2013); Nutbrown (2011); Athey (2007) and the various work of Piaget (1953, 1959) the stories are analysed to suggest a viable schematic interpretation of the possible developing cognitive patterns. The findings acknowledge and recognise supporting young children’s schematic motivations provides children with the space to become social actors in their own learning.
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