{"id":705,"date":"2023-01-16T17:41:02","date_gmt":"2023-01-16T17:41:02","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/er\/overlee\/?page_id=705"},"modified":"2023-01-16T17:46:10","modified_gmt":"2023-01-16T17:46:10","slug":"floorbooks","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/er\/overlee\/floorbooks\/","title":{"rendered":"Floorbooks"},"content":{"rendered":"

Using Floorbooks<\/strong><\/p>\n

\u2018The 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.<\/p>\n

Floorbooks are blank books where we can record children\u2019s 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.\u2019 Claire Warden (Mindstretchers)
\nIt is called a \u2018floor book\u2019 because the book is used on the floor so that the children have close access to it.
\nWriting in a floor book explores shared thinking in a more formal way so that children recall each other\u2019s ideas and record them through writing, drawing and photographs.
\nMany children revisit the books and learn from a previous group\u2019s experience, or their own ideas from a previous session.
\nFloor books create a child-centred approach, which records the evidence of the process of play and the learning that comes from it.
\nUpdating the floor book in consultation with children is important because:
\n\u2022\tit creates closer match between the child and the curriculum they are experiencing;
\n\u2022\tit builds self-esteem and positive attitudes when the learner is involved in the decision making;
\n\u2022\tit increases intrinsic motivation, that stays with a child throughout life; and
\n\u2022\tchildren have a right to be treated with respect by valuing their thoughts and opinions.<\/p>\n

Features of a floor book include <\/strong><\/p>\n

\u2022\tchildren\u2019s ideas and thoughts;
\n\u2022\topen-ended questions \u2013 questions are posed as a part of a conversation and are designed to stimulate thought and not test knowledge;
\n\u2022\thigher order thinking;
\n\u2022\tdepth of learning \u2013 collating children\u2019s ideas in a book form ensures that the group focuses on continuity and progression over longer blocks of time;
\n\u2022\tcollaborative learning \u2013 floor books are designed to be a large size to allow children to gather around them and engage in a learning dialogue around the content of the pages;
\n\u2022\ta variety of methods to represent thinking \u2013 adults \u2018scribing\u2019 the questions and conversations, children\u2019s drawings, photos, adult observations;
\n\u2022\tcollates child centred ideas that are taken forward by the early years staff \u2013 the floor book is an integral part of planning; and<\/p>\n

Floor books promote: <\/p>\n

\u2022\tideas;
\n\u2022\treflections;
\n\u2022\tchallenges, solutions and failures;
\n\u2022\tthoughts;
\n\u2022\tactions;
\n\u2022\tobservations;
\n\u2022\tplans;<\/p>\n

The Educator\u2019s role<\/strong><\/p>\n

Educators must listen, document and guide conversation (when appropriate), mediate as children offer their opinions and perspectives to one another, and program educational experiences to nurture and inspire each individual child\u2019s needs and interests, based on their learning. <\/p>\n

\"\"<\/p>\n","protected":false},"excerpt":{"rendered":"

Using Floorbooks \u2018The 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 … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":37751,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-705","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/er\/overlee\/wp-json\/wp\/v2\/pages\/705","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/er\/overlee\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/er\/overlee\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/er\/overlee\/wp-json\/wp\/v2\/users\/37751"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/er\/overlee\/wp-json\/wp\/v2\/comments?post=705"}],"version-history":[{"count":4,"href":"https:\/\/blogs.glowscotland.org.uk\/er\/overlee\/wp-json\/wp\/v2\/pages\/705\/revisions"}],"predecessor-version":[{"id":711,"href":"https:\/\/blogs.glowscotland.org.uk\/er\/overlee\/wp-json\/wp\/v2\/pages\/705\/revisions\/711"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/er\/overlee\/wp-json\/wp\/v2\/media?parent=705"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}