‘The Floorbook Approach is an innovative child-led approach to observation, documentation and planning which is now implemented in settings around the world. By listening to children and identifying their interests we can create a unique learning opportunity which excites and interests children.
Floorbooks are blank books where we can record children’s voices and their ideas to use in our planning. Group writing in a Floorbook allows shared thinking as children recall each others ideas and record them through writing, diagrams and photographs. This child centred approach records the evidence of the process of play and the learning that comes from it.’ Claire Warden (Mindstretchers)
Please click on the tile below to access Highland Council’s training slides on Using Floorbooks in ELC.
If you would like to learn more about using a Floorbook approach to support your planning process then please contact your EYESO for advice.
Inverlochy ELC’s ‘Castles’ Floorbook
Inverlochy ELC use Floorbooks to support their planning process. Scroll through the pictures and captions below to learn more about the way Inverlochy ELC developed this particular ‘Castles’ Floorbook.
Including children’s names as authors of the Floorbook gave the children ownership of their learning
The ‘Castle’ theme for learning was identified through the children’s interests.
Staff supported discussions with the children to find out prior knowledge.
A wealth of ideas and information was gathered through discussion with children and staff.
Children were encouraged to mark make and add their ideas to the planning process.
Talking tubs were used to find out children’s prior knowledge
Staff skillfully listened to and observed children’s interactions.
Ideas for Possible Lines of Development (PLODS) began to emerge and were recorded and dated.
Photographs, books and objects were used to prompt discussion.
Children and adults contributed to the planning process – adults making the links to the early level curriculum.
Capturing the learning.
Children investigated materials for building and learned about properties of materials when they were mixed with water.
Children designed their own castles using a variety of materials including sand, bricks and cardboard.
Children learned about the types of homes other people live in.
PLODs were taken forward around who lives in castles and this was related to the children’s homes and lives.
2D shapes were used to create, castles, houses and towers.
High quality staff interactions supported learning conversations with the children.
Learning links were made to the local environment and the outdoors.
Staff supported conversations with children which introduced and reinforced new vocabulary.
Staff evaluated the learning by revisiting the PLODS and documenting the children’s progress.
The children’s voice is evident throughout the Floorbook with their spoken words, their drawings, their early writing and photographs of their learning.
Information was shared with families about the learning so that their contributions could also be included.
Further contributions from home were gathered which promoted dialogue about children’s learning with families.
Keeping track of the curriculum.
Staff retrospectively highlighted areas of the early level curriculum covered during the learning process.
