A Floorbook is far more than a place to store documentation. In this session, educators explore the Floorbook as a dynamic hub where learning is gathered, interpreted and carried forward. Drawing on Claire Warden’s explanation of the key features and strategies of the approach, participants consider how making thinking visible strengthens decision making, deepens inquiry and restores coherence to the planning cycle. The session invites teams to experience the power of collective authorship, examining how a well-held Floorbook becomes a meeting place for children’s theories, educators’ reflections and the unfolding story of inquiry. By slowing down and paying attention to process, educators begin to see how the Floorbook holds continuity of learning in ways that are relational, purposeful and genuinely supportive of practice.

What you will gain from this session

Understanding of the Floorbook as a central hub that captures learning across time, supporting continuity, depth and collective meaning-making.
Insight into how documentation practices such as mind mapping, storytelling and consultation help make children’s ideas, questions and theories visible.
Experience in using the Floorbook to inform decision-making within the planning cycle, shifting from task-driven documentation to inquiry-led interpretation. 

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