This chapter will give an overview of the history of schemas within education. It will start with Piaget as the originator of schemas and then it will chart how other educators such as Chris Athey have taken Piaget’s work forward. This chapter will allow the reader to gain an understanding of children’s schemas and how actions that can seem random and uncoordinated, have as Nutbrown (2011, p.46) states, ‘threads of thinking’ running through them. (Nutbrown in Threads of thinking schemas and young children’s learning, SAGE, London, 2011, p. 46). It will consider how to recognise action-based schemas and how they can be nurtured and nourished within early years curricula, both nationally and internationally.