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