This chapter will define what is meant by both an enclosing and an enveloping schema and explain how they are seen in practice. It will explore how loose parts both indoors and outdoors can nurture a child’s enclosing and enveloping schema. Both these schemas are considered together as quite often in practice, a child will show evidence of both, and it can be difficult to distinguish between the two. This chapter will tell the story of both schemas in practice using annotated photographs, links to theory, and how an enclosing and enveloping schema can support child development in early years curricula. It will discuss supportive language adults can use to nourish both schemas and how to plan activities that can be used to generate knowledge and understanding by supporting an enclosing and enveloping schema. There will be case studies and reflective questions included to allow the reader to consider their understanding of both schemas and how they link to pedagogy. All the children’s names have been changed for anonymity.