How do we develop schemes throughout our life?

The schemes we construct vary with age, and they also vary with respect to accuracy and comprehensiveness. Infants develop psychomotor schemes, such as grasping objects and looking for them when they disappear. School-age children develop more abstract schemes like classification and proportional reasoning. There are also content-related schemes such as adding-fractions-with-unlike-denominators, creating-a-persuasive-essay, or reptile schemes (Wadsworth, 2004). Each represent our developing understanding based on our experiences, and they are commonly described as SCHEMAS rather than schemes.