Piaget’s Schemas: Assimilation and Accommodation

A toddler who calls a cow “dog” is not guessing at random. In Piaget’s schema theory, the child is fitting something new into what they already know, a process called assimilation.

Schemas are the part of Jean Piaget’s work that explains how children’s thinking changes, not just what it looks like at a given age. Piaget’s theory of cognitive development is best known for its four stages, but the stages only describe the outcome. Schemas, assimilation, accommodation and equilibration are the machinery that moves a child from one way of thinking to the next.

This guide goes deeper on that machinery. It covers what Piaget meant by a schema, how to tell assimilation from accommodation, what the evidence does and does not show, and how to cite the theory correctly, a surprisingly common search. There is a free 12-question quiz for practising the distinction, and if you want the stages themselves in a more playful format, try the Piaget cognitive stages game.

The article is written for students on A level, GCSE, AP and early years courses, and for parents and practitioners who have met the word “schema” and want a clear answer. One warning before starting: psychologists use “schema” for several related but different things, so a section further down separates Piaget’s meaning from the others.

What Is a Schema According to Piaget?

A schema, according to Piaget, is an organised and repeatable pattern of action or thought that a person uses to understand and respond to the world. A newborn’s sucking is an early example, and so is an older child’s understanding that pouring water into a taller glass does not create more water (Piaget, 1936/1952; Piaget & Inhelder, 1966/1969).

Three features separate Piaget’s idea from a simple “file” of facts:

• Schemas are active. They are things a child does with the world, physically at first and mentally later. Knowing how to grasp is a schema in the same way that knowing how to add is.
• Schemas generalise. A grasping schema is not tied to one rattle. It can be applied to spoons, blocks and a parent’s finger, and that readiness to transfer is what makes it useful.
• Schemas are constructed. Piaget argued that children build them through their own activity. They are neither poured in by adults nor simply switched on by biology, which is why his position is called constructivism.

Piaget developed these ideas largely by observing his own three children in detail through infancy (Piaget, 1936/1952). That method gave him an extraordinary depth of observation, along with the obvious limitations of any small case study: a tiny and unrepresentative sample, watched by a researcher who was also their father.

Schema, scheme or schemata?

Schemata is simply the traditional plural of schema, and schemas is equally correct in modern English. Scheme is a more awkward case. Piaget’s French distinguished schème, a generalisable pattern of action, from schéma, a simplified figure or representation (Piaget & Inhelder, 1966). English textbooks often flatten both into “schema”, which is the word most exam specifications use. Some writers keep “scheme” for the action sense, and Siraj-Blatchford and Siraj-Blatchford (2002) argue that the distinction is useful when studying young children’s learning. For an exam answer, use “schema” and you will match the mark scheme.

What Is Assimilation in Piaget’s Theory?

Assimilation is the process of taking a new experience and interpreting it through a schema you already have, without changing that schema. The world is, in a sense, made to fit the child’s existing understanding.

The toddler who has learned “dog” and then calls a cow “dog” is the classic example. Four legs, a tail and movement are enough for the cow to count. From an adult’s viewpoint the label is wrong, but the child’s reasoning is orderly: the existing category has been applied to a new case.

Assimilation is not a beginner’s error that disappears with age. Adults do it all day, and it is usually efficient. Picking up an unfamiliar brand of phone and swiping as normal is assimilation, and so is hearing a new fact and filing it with what you already know. The same tendency also has a cost, which is why it overlaps with the cognitive biases that lead people to read new information as confirming what they already believe.

What Is Accommodation in Piaget’s Theory?

Accommodation is the process of changing an existing schema, or creating a new one, because a new experience will not fit. This time the child’s understanding bends to fit the world.

When the toddler learns that cows moo, are much bigger and are not called dogs, the single “dog” category splits into two. A baby’s sucking gives a physical example: a dummy and a nipple need different mouth movements, so the action adjusts to the object (Piaget, 1936/1952).

Accommodation is usually the harder of the two because it asks more of the learner. Something that was working has to be revised, and as the evidence below shows, people have many ways of avoiding that.

Assimilation vs Accommodation: What Is the Difference?

The difference between assimilation and accommodation is whether the schema changes. In assimilation it stays the same and the experience is interpreted to fit it. In accommodation the schema itself is altered to fit the experience.

The neat table hides one important point. Piaget treated assimilation and accommodation as two sides of a single process of adaptation, so they are not strictly separate events. To grasp a new object at all, a baby must apply an old schema (assimilation) and also adjust slightly to the object’s shape (accommodation). When an exam asks you to label an example, you are really being asked which process is doing the main work.

A one-question test works in almost every case: did the schema stay the same, or did it have to change?

Assimilation vs Accommodation Quiz: Sort 12 Examples

This assimilation vs accommodation quiz gives you 12 short examples to sort, taken from babies, toddlers, school pupils and adults. It is a revision tool for checking your understanding rather than a formal assessment, and the last two examples test Piaget’s less familiar link with play and imitation.

Equilibration: How Schemas Actually Change

Equilibration is the process that drives schema change by restoring balance when experience and understanding no longer match. Piaget regarded it as the central mechanism of intellectual development, and he eventually devoted a whole book to it (Piaget, 1975/1985).

The sequence runs in three steps:

1. Equilibrium. The child’s schemas handle what they meet, and new experiences are comfortably assimilated.
2. Disequilibrium. Something will not fit. A hidden weight stops a block from balancing where it should, or an adult says “no, that’s a cow”. Textbooks often describe this as an uncomfortable state, but the essential point is the mismatch between expectation and experience.
3. Equilibration. The child resolves the mismatch through accommodation and reaches a new, more capable balance.

Equilibrium here is not a resting place. Piaget saw each new balance as better than the last, because it can deal with a wider range of situations. That idea, sometimes described as “better equilibrium”, is why development in his theory has a direction.

Alpha, beta and gamma responses

Piaget’s later account of equilibration, seldom covered in introductory textbooks, distinguishes three ways of responding to a disturbance (Piaget, 1975/1985):

• Alpha: neutralise it. The child ignores or dismisses whatever does not fit.
• Beta: absorb it. The surprising case is built into the schema as a variation it can handle.
• Gamma: anticipate it. The schema now predicts such cases, so they no longer count as disturbances at all.

You will not need these labels for most exams, but they are a useful corrective to the simple story in which every contradiction produces immediate learning. Piaget himself did not think it did.

How Do Piaget’s Schemas Develop Through the Stages?

Piaget’s schemas develop from physical actions in infancy to abstract mental operations by adolescence. The table below shows what schema change looks like at each stage. For a full account of the stages themselves, see the main guide to Piaget’s four stages.

Age ranges are approximate, and later research has challenged how tidy they are, as the criticisms section explains. Children’s growing memory also supports this change, because holding an idea in mind makes it easier to compare it with what is happening now.

Piaget Schema Examples in Everyday Life, Classrooms and Play

Piaget schema examples are easiest to recognise by looking for the moment when a child’s existing idea either copes or fails. These examples come from three settings where parents, teachers and students are likely to meet them.

At home

• Assimilation: A child who enjoys dropping a spoon from a highchair goes on to drop a cup, a banana and a shoe. The dropping schema is being tried on everything available.
• Accommodation: The same child discovers that a balloon drifts rather than drops, and starts treating objects differently depending on what they are.

In the classroom

• Assimilation: A pupil who understands that multiplying makes numbers bigger gets through 3 x 4 and 12 x 5 without difficulty.
• Accommodation: The same pupil meets 6 x 0.5, gets a smaller number and has to revise the rule. Multiplying does not always make things bigger.

In play

Piaget drew a specific link between play and these two processes. In pretend play, assimilation dominates: a stick can be a horse because the child bends reality to suit their ideas. In imitation, accommodation dominates: the child adjusts their own actions to copy someone else (Piaget, 1945/1962). He placed play at the point where the two processes separate. For the practical side, see this guide to the types and stages of play.

What Is the Evidence for Piaget’s Schema Theory?

The evidence for schemas is strong in general terms, but direct evidence for assimilation and accommodation as Piaget described them is limited. Children and adults clearly use organised prior knowledge, and that knowledge clearly shapes learning. It is much harder to show that the two named processes are the mechanism responsible. Each study below fits the theory, but none of them was a clean test of it.

Children overextend words in orderly ways

Rescorla (1980) used language diaries to follow six children and found that one-third of their first 75 words were overextended, as when a word is stretched to cover more things than an adult would use it for. A small set of common, early-learned words accounted for a disproportionate share of these, and the pattern was systematic rather than random. Rescorla was studying language rather than testing Piaget, so reading overextension as assimilation is an interpretation, but it is the closest real-world evidence for the “cow is a dog” example.

New knowledge gets merged with old beliefs

Vosniadou and Brewer (1992) asked first, third and fifth graders about the shape of the earth. They reported five mental models, including a hollow sphere with people living inside and a flattened sphere. They interpreted the hollow and flattened models as children’s attempts to reconcile a flat everyday experience with being told the earth is round, which looks very much like partial accommodation.

This finding is contested, which is itself useful for evaluation. Nobes and Panagiotaki (2009) gave the original task to 484 adults, either as written or in a reworded version. Many adults given the original version produced the same “naive” drawings as children, which suggests that the task wording may have helped to create some of the apparent mental models.

Children can get worse before they get better

Karmiloff-Smith and Inhelder (1974) watched 67 children aged about 4 to 9 trying to balance blocks, some with hidden weights. Younger children succeeded by feel. Six and seven-year-olds in some respects did worse, because they had developed a theory that objects balance at the geometric centre and kept applying it. Older children could use a more flexible theory. This is what assimilation to a schema can look like in action, and the later flexibility resembles accommodation.

Surprise boosts learning

Stahl and Feigenson (2015) showed 110 eleven-month-olds events that either violated or matched their expectations about objects. Infants learned more about objects that had behaved unexpectedly, explored them more and tested hypotheses that matched the kind of violation they had seen. This does not prove Piaget’s account of equilibration, but it does support his core intuition that a mismatch between expectation and experience is a powerful opening for learning.

The brain treats schema-consistent information differently

Tse et al. (2007) trained rats on flavour and place associations until they had formed what the authors called a schema. New associations could then be learned in a single trial and quickly became independent of the hippocampus. In humans, van Kesteren et al. (2012) reviewed evidence that information fitting existing knowledge is generally remembered better, while strongly novel information is also sometimes well remembered. Both findings are compatible with Piaget, and research on early brain development adds to the picture, but memory schemas in neuroscience are not identical to Piaget’s. Gilboa and Marlatte (2017) themselves call for more precise definitions of the term.

What Are the Criticisms of Piaget’s Schema Theory?

The main criticisms of Piaget’s schema theory are that its key processes are vague and hard to test, that it underestimates young children, and that it pays too little attention to social learning. Each of these is worth knowing for an exam, along with the replies.

• It is hard to test. Schemas cannot be observed directly, and almost any behaviour can be labelled assimilation or accommodation after the event. Gopnik and Wellman (2012) are blunt, arguing that “theoretical vagueness and empirical inadequacy” doomed the Piagetian account as a specific theory, even though they keep its constructivist core.
• It underestimates babies. Baillargeon et al. (1985) reported evidence of object permanence in five-month-olds, far younger than Piaget’s own account allowed, which suggests some understanding may not need to be built through action in the way he proposed. The interpretation of these looking-time studies is itself debated.
• It plays down other people. Vygotsky’s sociocultural theory places language and social interaction at the centre of cognitive development, where Piaget’s child can seem like a lone scientist. Bruner’s work on scaffolding extends the point, and Margaret Donaldson showed how much children’s reasoning depends on tasks making human sense to them.
• Contradiction often does not produce accommodation. Chinn and Brewer (1993) identified seven ways of responding to anomalous data, including ignoring it, rejecting it and reinterpreting it. Only one of the seven involves actually changing theories. So disequilibrium is no guarantee of learning, although Piaget’s alpha response does at least make room for this.

In defence of Piaget

Lourenço and Machado (1996) replied to 10 common criticisms of Piaget, arguing that many of them misrepresent what he claimed. Gopnik and Wellman (2012) also point out that modern Bayesian models of children’s learning, in which prior knowledge is combined with new evidence, capture what Piaget had in mind with assimilation and accommodation, but with the mathematical precision he lacked. The specific mechanism may be out of date, while the idea of children actively revising their understanding remains central to the nature and nurture debate and to developmental psychology more generally.

Schema Means Different Things in Psychology

The word schema has several separate meanings in psychology, and mixing them up is a common mistake. Piaget’s concept is developmental. Other researchers borrowed or independently developed the word for memory, cognition, mental health and early years practice.

Bartlett’s idea underpins work on reconstructive memory such as Loftus and Palmer’s car crash study, and clinical uses of the word overlap with cognitive models of depression. The closest link for early years readers is Chris Athey, who directed the Froebel Early Education Project from 1973 to 1978 and described schemas as repeatable patterns of behaviour into which experiences are assimilated. If a child wraps everything in blankets or posts objects into boxes, that is the sense of schema a nursery practitioner is likely to mean.

Assimilation and accommodation outside Piaget

Both words also have unrelated uses. In cross-cultural psychology, Berry (1997) uses assimilation for one way of adapting to a new culture, in which someone gives up their heritage identity to take part in the dominant culture. In vision science, accommodation means the eye’s lens changing shape to focus at different distances. If an MCAT or AP question is about culture or eyesight, Piaget’s definitions do not apply.

How Teachers and Parents Can Use Assimilation and Accommodation

Teachers and parents can use these ideas by finding out what a child already thinks, then giving them experiences their current understanding cannot easily explain. Telling alone may not be enough to shift a firmly held idea.

The most influential classroom version is the conceptual change model of Posner et al. (1982), which took Piaget’s terms directly. They proposed that learners accommodate a new idea when four conditions are met:

1. They are dissatisfied with their current idea.
2. The new idea is intelligible, so they can understand what it says.
3. The new idea seems plausible, so it could be true.
4. The new idea looks fruitful, so it solves problems and opens up new ones.

This framework helps explain a common teaching failure. A demonstration may produce contradiction but still leave the pupil with nothing better to believe. Limón (2001) reviewed the mixed results for cognitive conflict in classrooms and concluded that the central difficulty is making the conflict meaningful to the student, which depends on factors including prior knowledge, motivation and values.

One practical option with good evidence behind it is refutation text, which states a common misconception, says it is wrong and explains why. In a meta-analysis of 44 comparisons with 3,869 learners, Schroeder and Kucera (2022) found a moderate benefit (g = 0.41) compared with other learning conditions.

Practical suggestions that follow from this, though they are applications rather than tested Piagetian interventions:

• Ask before telling. “What do you think will happen, and why?” brings the child’s current schema into view.
• Treat errors as information. Calling a cow a dog shows how a child is currently organising the world. Simple correction such as “Yes, it has four legs like a dog, but this is a cow” respects that thinking.
• Provide materials that push back. Blocks that will not balance, things that float when they were expected to sink, and hands-on experiences that give children something to reconcile.
• Allow time. Accommodation may look like going backwards, as the balancing study suggests, so a child’s new mistakes may be progress.

How to Write About Piaget’s Schemas in an Exam

To write about Piaget’s schemas in an exam, define the term, give an example of assimilation and accommodation, explain equilibration, then evaluate using research. The AQA A level specification names “schemas, assimilation, accommodation, equilibration” in the Cognition and development option in Paper 3. The AQA GCSE names assimilation and accommodation alongside the four stages, so check your own specification for exact wording.

Common mistakes that cost marks:

• Giving an example without saying what happened to the schema. “The child called a cow a dog” is only half an answer. Add that the existing dog schema was applied unchanged.
• Treating equilibration and equilibrium as the same thing. Equilibrium is the state. Equilibration is the process of getting there.
• Saying accommodation is “better” than assimilation. Both are needed. Without assimilation, every experience would be entirely new.
• Mixing up Piaget’s schema with Bartlett’s. Use the table above if a question asks about memory rather than development.

Good evaluation points include the vagueness criticism, Baillargeon’s infant research, Chinn and Brewer on responses to contradiction, and the contrast with Vygotsky. Link each point back to schemas in particular, not to the stages in general. For making this stick, the evidence on revision methods favours self-testing, so the quiz above is more useful than rereading this page.

How to Cite Piaget’s Schema Theory: Which Year and Which Book?

Most students should cite Piaget’s schema theory as Piaget (1936/1952), The Origins of Intelligence in Children, which marks both the original French publication and the English translation. There is no single publication called “schema theory” and no single year when it appeared, because Piaget developed it over decades.

In APA 7, the in-text citation shows both dates, and the reference ends with “(Original work published 1936)”. The full reference is in the list at the end of this article. Check whether your course prefers a different style, and if you have only read a textbook summary, cite the textbook you read.

Conclusion

Piaget’s schemas offer a simple account of how understanding changes. Children use what they already know to interpret the world (assimilation), revise what they know when it fails (accommodation) and are driven by the need to resolve the mismatch (equilibration). The precise mechanism has not survived intact, and critics are right that it is difficult to test. Yet the broader idea, that learners actively construct knowledge and that new learning depends on what they already understand, remains one of the most useful in developmental psychology. It is also why Piaget still sits at the centre of any list of early years theorists.

Frequently Asked Questions

What is schema according to Piaget?

For Piaget, a schema is a mental or physical pattern that organises how someone understands and acts on their surroundings. Early examples are actions such as grasping. Later ones are ideas such as number or fairness. Children build and refine them through their own activity.

What is the difference between schema assimilation and schema accommodation?

Schema assimilation adds a new experience to what is already understood and leaves the schema unchanged. Schema accommodation revises the schema, or creates another, because the existing one cannot handle the experience. Ask whether the child’s understanding changed.

A child sees a cow and calls it a dog. Is that assimilation or accommodation?

That is assimilation. The child has a schema for four-legged animals labelled “dog” and has applied it to the cow without altering it. Accommodation happens if the child later learns the difference and forms a separate idea of a cow.

What are examples of assimilation and accommodation?

Assimilation: a child who knows cats calls a new breed of cat “cat”, or an adult uses a new phone with their usual gestures. Accommodation: a child learns that whales are not fish, or a learner driver has to rethink how a car works after switching to a manual.

Based on Piaget’s theories, when does assimilation occur?

Assimilation occurs whenever a person meets something that their existing understanding can handle. It starts from birth with actions such as sucking and continues throughout life. It is not limited to one of the four stages, and it happens alongside accommodation rather than instead of it.

What is disequilibrium in Piaget’s theory?

Disequilibrium is the state of imbalance when an experience contradicts what a child’s schemas lead them to expect. It creates the pressure for change. The child can respond by adjusting their schema, which restores balance at a more capable level, or by dismissing the contradiction.

What year did Piaget propose schema theory?

No single year applies. The term appears in his writing by 1923, and his main account of infant schemas was published in French in 1936 and in English in 1952. That explains why 1952 is the date most often cited by English-speaking students.

What is a schema in child development?

In child development, a schema usually means a pattern of action or thought that a child repeats and applies to new things. In nurseries, it often refers to repeated play behaviours, such as wrapping objects or filling containers, following Chris Athey’s work based on Piaget.

Is accommodation in psychology the same as accommodation of the eye?

No. In Piaget’s theory, accommodation means changing a schema to fit new experience. In the psychology of vision, it means the lens of the eye changing shape to focus on objects at different distances. The two share a word but describe unrelated processes.

References

Athey, C. (2007). Extending thought in young children: A parent-teacher partnership (2nd ed.). Paul Chapman.

Baillargeon, R., Spelke, E. S., & Wasserman, S. (1985). Object permanence in five-month-old infants. Cognition, 20(3), 191-208.

Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge University Press.

Berry, J. W. (1997). Immigration, acculturation, and adaptation. Applied Psychology, 46(1), 5-34.

Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63(1), 1-49.

Gilboa, A., & Marlatte, H. (2017). Neurobiology of schemas and schema-mediated memory. Trends in Cognitive Sciences, 21(8), 618-631.

Gopnik, A., & Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory theory. Psychological Bulletin, 138(6), 1085-1108.

Karmiloff-Smith, A., & Inhelder, B. (1974). If you want to get ahead, get a theory. Cognition, 3(3), 195-212.

Limón, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. Learning and Instruction, 11(4-5), 357-380.

Lourenço, O., & Machado, A. (1996). In defense of Piaget’s theory: A reply to 10 common criticisms. Psychological Review, 103(1), 143-164.

Nobes, G., & Panagiotaki, G. (2009). Mental models or methodological artefacts? Adults’ ‘naïve’ responses to a test of children’s conceptions of the earth. British Journal of Psychology, 100(2), 347-363.

Piaget, J. (1923). Le langage et la pensée chez l’enfant. Delachaux & Niestlé.

Piaget, J. (1952). The origins of intelligence in children (M. Cook, Trans.). International Universities Press. (Original work published 1936)

Piaget, J. (1954). The construction of reality in the child (M. Cook, Trans.). Basic Books. (Original work published 1937)

Piaget, J. (1962). Play, dreams and imitation in childhood (C. Gattegno & F. M. Hodgson, Trans.). W. W. Norton. (Original work published 1945)

Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development (T. Brown & K. J. Thampy, Trans.). University of Chicago Press. (Original work published 1975)

Piaget, J., & Inhelder, B. (1966). L’image mentale chez l’enfant. Presses Universitaires de France.

Piaget, J., & Inhelder, B. (1969). The psychology of the child (H. Weaver, Trans.). Basic Books. (Original work published 1966)

Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.

Rescorla, L. A. (1980). Overextension in early language development. Journal of Child Language, 7(2), 321-335.

Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 33-58). Lawrence Erlbaum.

Schroeder, N. L., & Kucera, A. C. (2022). Refutation text facilitates learning: A meta-analysis of between-subjects experiments. Educational Psychology Review, 34(2), 957-987.

Siraj-Blatchford, J., & Siraj-Blatchford, I. (2002). Discriminating between schemes and schema in young children’s emergent learning of science and technology. International Journal of Early Years Education, 10(3), 205-214.

Stahl, A. E., & Feigenson, L. (2015). Observing the unexpected enhances infants’ learning and exploration. Science, 348(6230), 91-94.

Tse, D., Langston, R. F., Kakeyama, M., Bethus, I., Spooner, P. A., Wood, E. R., Witter, M. P., & Morris, R. G. M. (2007). Schemas and memory consolidation. Science, 316(5821), 76-82.

van Kesteren, M. T. R., Ruiter, D. J., Fernández, G., & Henson, R. N. (2012). How schema and novelty augment memory formation. Trends in Neurosciences, 35(4), 211-219.

Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24(4), 535-585.

Young, J. E., Klosko, J. S., & Weishaar, M. E. (2003). Schema therapy: A practitioner’s guide. Guilford Press.

Further Reading and Research

Recommended Articles

• Jean Piaget’s Theory: 4 Stages of Cognitive Development
• Piaget Cognitive Stages Game
• Lev Vygotsky’s Sociocultural Theory of Cognitive Development

Suggested Books

• Piaget, J. The Origins of Intelligence in Children
  • Piaget’s own detailed account of how infants build schemas, based on observations of his three children.
• Ginsburg, H. P., & Opper, S. Piaget’s Theory of Intellectual Development
  • A clear and long-established introduction for students who want more than a textbook chapter.
• Athey, C. Extending Thought in Young Children
  • The foundational book on schemas in early years practice, showing how Piaget’s ideas apply to children’s everyday play.

Recommended Websites

• The Froebel Trust
  • Free research pamphlets on early childhood, plus articles on schemas in play, from the organisation connected with Chris Athey’s training and research.
• Simply Psychology
  • Accessible revision summaries of schema theory and of Piaget’s stages, useful for checking your understanding.
• AQA Psychology
  • The published A level and GCSE specifications, which show exactly what you can be asked about Piaget.

Kathy Brodie

Kathy Brodie is an Early Years Professional, Trainer and Author of multiple books on Early Years Education and Child Development. She is the founder of Early Years TV and the Early Years Summit.

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To cite this article please use:

Early Years TV Piaget’s Schemas: Assimilation and Accommodation. Available at: https://www.earlyyears.tv/piagets-schemas-assimilation-and-accommodation/ (Accessed: 3 November 2026).