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Semann & Slattery | The Floorbook Approach for Infants and Toddlers with Dr Claire Warden | Event
Event Description
The Floorbook Approach for Infants and Toddlers with Dr Claire Warden
Even the smallest gestures hold deep thinking.
This webinar explores how the Floorbook Approach can honour infants’ and toddlers’ learning through close listening, attunement and documentation that makes early thinking visible.
This webinar invites educators to explore how the Floorbook Approach can be used for work with infants and toddlers. Guided by Dr Claire Warden, the session focuses on the pedagogy of attention; slowing down, noticing subtle cues, and honouring the many languages of our youngest learners. Claire will share examples of how observation, attunement and close listening can be transformed into collaborative documentation that respects preverbal and early-verbal communication. Participants will consider how to make thinking visible in ways that are developmentally meaningful, relationally grounded and responsive to children’s emerging theories. The session offers practical strategies for capturing shared moments, building gentle inquiry, and creating Floorbooks that reflect the rhythms and relationships of infancy and toddlerhood. Whether new to the approach or extending existing practice, educators will leave with increased confidence in using the Floorbook Approach to honour the depth and complexity of infants’ and toddlers’ learning.
What you will gain from this session
Insight into how the Floorbook Approach can be adapted to honour preverbal and early verbal learners through attunement, close listening and relational practice.
Practical strategies for noticing, interpreting and responding to the subtle cues and communicative expressions for infants and toddlers.
Practical examples of how to make thinking visible and document inquiry with integrity in the earliest years.
This session may contribute to:
National Quality Standard (NQS): QA1 Program and Practice, QA5 Relationships with Children
Early Years Learning Framework (EYLF): Principles of Secure, Respectful and Reciprocal Relationships and Assessment.
The Australian Professional Standards for Teachers (APST): APST 1.2, 1.5 and 4.1 – Knowing learners, differentiating for diverse needs, creating safe and supportive environments.
