Concept thinking and programming
Concept thinking shifts programming from activities and themes to the deeper ideas that connect children’s experiences. Within the Floorbook® Approach, concepts such as change, identity, systems or transformation provide continuity and depth, allowing inquiry to unfold over time. This session explores how educators can move beyond surface topics to recognise and strengthen the conceptual threads emerging in children’s dialogue and play. Together, we consider how capturing conversation through Floorbooks supports richer programming that is connected, responsive and intellectually engaging.

What you will gain from this session

• A clearer understanding of concept thinking within the Floorbook® Approach
• Insight into how concepts deepen and connect programming over time
• Practical strategies for recognising and documenting conceptual threads in children’s inquiry
• Greater confidence in designing programming that moves beyond themes toward deeper thinking

This session may contribute to:

• National Quality Standard (NQS): QA1 Educational Program and Practice
• Early Years Learning Framework (EYLF): Practices – Assessment and Planning; Intentional Teaching; Responsiveness to Children
• The Australian Professional Standards for Teachers (APST): APST 1.2, 3.2, 3.3