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Event Description
Unpacking the Floorbook Approach: Planning with children, not for them
When children’s thinking leads, learning deepens.
Explore how the Floorbook Approach supports planning with children, strengthening agency, collaboration and shared decision-making through inquiry-led practice.
Planning with children asks educators to reconsider whose thinking drives the learning journey. Rather than beginning with topics or predetermined outcomes, this session explores how the Floorbook Approach positions children as co-researchers whose ideas, questions and theories meaningfully shape the direction of inquiry. Drawing on Claire Warden’s framing of consultation, collective authorship and concept-led learning, educators look closely at how listening practices, Talking Tubs, and shared documentation strengthen the relational and intellectual partnership between adult and child. Through practical exploration, teams experience the difference between planning for and planning with, noticing how participation, agency and depth of thinking shift when children’s voices lead the way.
What you will gain from this session
Greater clarity on how the key strategies of the Floorbook Approach support planning that emerges from children’s questions, theories and perspectives.
Understanding of consultation as an ongoing pedagogical stance that strengthens agency, collaboration and co-authorship.
Experience in using inquiry tools such as Talking Tubs and collective mind mapping to support shared decision-making in the planning process.
This session may contribute to:
National Quality Standard (NQS): QA1 Program and Practice, QA5 Relationships with Children
Early Years Learning Framework (EYLF): Practices – Assessment and evaluation for learning, development and wellbeing & Holistic, Integrated and Interconnecting Approaches
The Australian Professional Standards for Teachers (APST): All
