This is a chapter of case studies, written about four different children learning in pre-school and school settings. The studies highlight how the schemas were identified and how they were consequently planned for on a daily basis. In some cases there is clear evidence that the knowledge of schemas and of the child’s own individual needs supported a smoother transition into the classroom. Each study highlights the importance of understanding the child and recording their preferences over a sustained period of time. It demonstrates a need for all staff in the setting to have a strong awareness of their own role in that child’s development. The case studies are:
• Hudson, the Connector; • Ellie, the Transporter; • Jenson and the Trajectory schema; • Madison, the Enveloper.