This chapter will define what is meant by a trajectory schema and explain how it is seen in practice. It will explore how loose parts both indoors and outdoors can nurture a child’s dynamic trajectory schema. It will tell the story of a trajectory schema in practice using annotated photographs, links to theory, and how a trajectory schema can support child development in early years curricula. It will discuss supportive language adults can use to nourish a trajectory schema and how to plan activities that can be used to generate knowledge and understanding by supporting a trajectory schema. There will be a case study, and reflective questions included to allow the reader to consider their understanding of a trajectory schema and how it links to pedagogy. All the children’s names have been changed for anonymity.