This paper explores some of the learning of a young child from the age of 8-23 months and considers how identifying schemas or repeated patterns of actions can inform our pedagogic responses. Gabriella was observed using naturalistic observation methods, at home, at her grandparents' home, at parks and using early childhood services. Narrative observations were made using a diary method, her parents and grandparents took photos and she was filmed during periods of deep involvement. Her interest in wholes and parts is explored as is the affordance of each environment for her learning. Gabriella seemed to use a cluster of schemas from early in the study, the most dominant being separating and connecting, which fitted with her interest in wholes and parts. She clearly led her own learning and often set herself challenges.