Updated on
January 23, 2026
|
August 19, 2022
A practical guide to Floor Books for Early Years and primary. Learn how collaborative documentation captures children's learning journeys and supports meaningful assessment.
Floor books are large, accessible scrapbooks used in primary classrooms to capture and document , questions, and learning experiences. Designed to be placed on the floor for easy access, they invite learners to engage collaboratively in the process of meaning-making and reflection. More than just a record of classroom activity, a floor book becomes a living document that evolves with the children’s interests and contributions.
This approach is grounded in child development theories, particularly the zone of proximal development, where the direction of learning is shaped by the learners themselves. Teachers act as facilitators, encouraging learners to contribute drawings, comments, photographs, and writing to capture their ideas and inquiries. This collaborative approach is particularly valuable for teaching assistant development. In doing so, children develop key thinking skills such as reasoning, recalling, and building on others’ ideas, all within a shared physical space.
Floor books also encourage shared ownership of learning. Rather than focusing solely on individual outcomes, they reflect the collective journey of a group, showcasing moments of exploration, discovery, and collaboration. As children revisit the book, they engage in , whether their own or that of their peers, building deeper understanding and making connections across time and experiences.
Though often associated with early years education, floor books are increasingly used across a range of primary settings to support oracy, language development, reflection, and conceptual development. They serve not only as a formative assessment tool but also as a catalyst for systems thinking.
Keep floor books updated by dedicating 10-15 minutes after each activity for children to add their contributions while experiences are fresh. Schedule weekly review sessions where children revisit previous pages and add new connections or questions that have emerged. Store materials like glue sticks, scissors, and markers in a designated floor book basket for easy access during documentation time.
Updating the floor book after engaging learners in discussion or reflection is an essential part of making learning visible and meaningful. When their voices are acknowledged and recorded, learners begin to see themselves as active participants in shaping their own . This small but significant act reinforces that their thoughts, questions, and ideas matter.
A floor book that reflects recent conversations shows that the classroom is responsive, adapting to the learners' evolving interests and thinking. It sends a strong message that learning is not static, and neither is their contribution. This encourages a sense of ownership, helping learners to see how their ideas can influence what happens next in their classroom.
Beyond , this process fosters key social and emotional skills. By seeing their ideas captured and revisited, learners develop greater confidence in expressing themselves. They begin to understand that their contributions can lead to new learning opportunities, not just for themselves, but for the whole group.
Including learner input also supports inclusive practice. It ensures that a diverse range of perspectives is valued, reinforcing the idea that everyone’s voice matters.
A well-structured floor book serves as both a thinking space and a living document of classroom learning. It captures the evolving ideas, questions, and reflections of learners, forming a visual record of their journey through a topic or inquiry. These books are more than simple scrapbooks, they are tools that support dialogue, deepen learning, and connect children’s contributions to ongoing curriculum planning.
An important feature of the floor book is its openness: learners are encouraged to record their thinking through drawings, writing, photos, or verbal contributions scribed by adults. This creates a shared space for , accessible to all learners regardless of literacy level.
Rather than being used as an assessment tool, open-ended questions appear throughout the book to provoke thinking and stimulate curiosity. These questions help develop higher-order thinking by encouraging learners to reflect, compare, predict, and connect ideas.
Floor books are typically large in size to allow children to sit around them, encouraging group discussions and joint attention. As the pages grow, so too does the depth of learning. Teachers can track the progression of ideas over time, identifying how learners revisit and build upon earlier concepts.
At its core, the floor book is a shared record of exploration, holding the voices of both children and adults as they construct knowledge together.
Key Features of a Floor Book:
The teacher plays a vital role in guiding and shaping how the floor book is used in the classroom. While the content is generated by learners, it is the teacher’s role to act as a listener, facilitator, and thoughtful documenter of children's thinking. Through careful observation and dialogue, the teacher captures the ideas, questions, and reflections that emerge during shared activities and discussions.
Using the floor book effectively requires a balance between child-led exploration and intentional teaching. Teachers introduce new provocations and experiences that respond to the children’s interests while gently steering the learning in line with curriculum goals. This means creating space for learners to express themselves freely while also identifying opportunities to deepen understanding or connect ideas across contexts.
During floor book sessions, teachers help learners revisit earlier ideas, extend their thinking, and reflect on how their understanding has evolved. They may model how to express a thought clearly, pose a new question, or offer vocabulary that helps clarify meaning. These subtle forms of support ensure that the floor book process remains rich, inclusive, and focused.
Ultimately, the teacher’s role is to weave together the children's voices and the curriculum through a shared visual dialogue, one that evolves page by page and builds towards meaningful learning.
Key Elements of the Teacher's Role:
Begin by introducing a blank A3 scrapbook during circle time and explaining it will capture the class's learning journey together. Start with a single topic or investigation, inviting children to contribute drawings, photos, or dictated thoughts after hands-on activities. Place the book in an accessible floor-level area where small groups can gather to add content throughout the day.
The floor book approach provides a powerful method for capturing learners' thinking, promoting curiosity, and embedding pupil voice at the heart of the learning process. More than a record of activity, a floor book document becomes a shared space for enquiry, dialogue, and discovery. Whether you’re new to the concept or refining your current practice, the following five strategies offer practical guidance for using children's floor books meaningfully in your classroom.
Start with a square floorbook made from white cartridge paper, the high-quality paper allows for rich illustrations, photographs, sticky notes, and written annotations. Position your floor standing book shelf in an accessible space so learners can revisit and contribute at any time. This signals that the floor book journey is shared and ongoing.
2. Connect with Previous Learning
Use floor books to document previous learning and connect new topics with what learners already know. This not only strengthens understanding but models how knowledge builds over time. Add dated pages or visual timelines to show progression. Re-visiting earlier pages can also help learners reflect, spot changes in thinking, and evaluate their growth.
Well-planned floor book activities should centre on enquiry skills. Use open-ended prompts such as "What do you wonder about...?" or "What questions do we have?" Encourage learners to make predictions, reflect on outcomes, and represent thinking through drawings, captions, or diagrams. The sharing of ideas among peers deepens collaborative learning and invites wider perspectives.
Floor books work best when every voice is heard. Plan group sessions in small clusters and use scaffolds such as sentence starters or question prompts to support contributions. This inclusive approach ensures each individual child has their ideas recorded and valued, building confidence and ownership over their learning.
The goal is not perfection, but authentic learning. However, making your beautiful book visually engaging supports pride and engagement. Use mixed media, drawings, photos, sticky notes, and highlight key learning moments. Share your floor books during assemblies, parent events, or displays. Seeing their thinking valued helps learners understand the impact of their voices.
Research shows floor books support collaborative learning and metacognition by making thinking visible and encouraging children to build on each other's ideas. Studies indicate they particularly benefit language development and oracy skills as children explain their contributions and discuss shared experiences. The approach aligns with Vygotsky's social constructivist theory, where learning occurs through meaningful social interactions and shared documentation.
While floor books themselves are not yet a highly researched area, the wider concept of learning journals and collaborative documentation in the classroom is well documented. Learning journals, whether individual or group-based, share many of the same characteristics as floor books: they capture pupil voice, promote metacognition, and support co-construction of learning. The following studies highlight the impact of learning journals and reflective documentation practices on engagement, language development, and deeper thinking in early and primary education settings.
1. Duncanson, E. (2014). Lasting effects of creating classroom space: A study of teacher behavior. Educational Planning, 21, 29-40.
This study explores how rearranging classroom environments to support open, collaborative workspaces positively impacts student engagement and autonomy. It discusses how tools like journals and shared documentation (similar in use to floor books) empower students to reflect on their learning, encouraging independence and deeper thinking.
2. Adhe, K., Masitha, K. D., & Widayati, S. (2020). The effectiveness of using the classroom guide book for early childhood education teachers. Jurnal Indria.
This paper evaluates the impact of a classroom guidebook designed to support flexible learning environments and reflective practice in early childhood education. It highlights the effectiveness of structured formats for capturing children’s thinking and planning learning pathways, similar to the way floor books or group journals operate in practice.
3. McNiff, J. (2007). My story is my living educational theory. Creative Approaches to Research.
McNiff discusses how reflective journaling supports teacher and student learning through narrative and inquiry. While more theoretical in focus, the study underlines the educational power of shared documentation practices and provides a strong foundation for understanding how tools like floor books enhance metacognitive skills.
4. Warwick, P., & Siraj-Blatchford, I. (2006). Using learning journals to foster reflective practice in primary science classrooms.
This study found that using journals in science lessons helped primary-aged children to verbalise their reasoning, connect ideas, and reflect more effectively on experimental outcomes. These benefits mirror those claimed in practice-based reports on floor book use, particularly around deepening understanding through shared, visual documentation.
5. Eick, C. J., & Dias, M. (2005). Building the authority of experience in communities of practice: The development of preservice teachers’ practical knowledge through learning journals. Teaching and Teacher Education, 21(2), 137-148.
Though focused on preservice teachers, this study provides valuable insights into how learning journals support reflective and dialogic learning. It shows how structured reflection can help learners track their development over time, a key goal in the use of classroom-based floor books and collaborative learning logs.
Floor books remain essential in 2025 as they require no technology or expensive resources while supporting evidence-based collaborative learning and formative assessment. They provide authentic documentation for learning journeys that meets current educational frameworks focusing on metacognition and student voice. The strategy costs nothing beyond basic stationery yet delivers measurable improvements in engagement, language development, and collective problem-solving skills.
Floor books remain a powerful, low-cost approach to documenting learning in Early Years and primary settings.
Minimal, Floor books require only large scrapbooks or display books. The methodology itself is free.
In 2025, many settings combine physical floor books with digital documentation using apps like Tapestry, Evidence Me, or Purple Mash 2Connect.
Floor books are large, accessible scrapbooks placed on the floor that capture children's ideas, questions, and learning experiences through collaborative documentation. Unlike static displays, they are living documents that evolve with children's interests and contributions, inviting learners to actively engage in the process of meaning-making and reflection together.
Begin by introducing a blank A3 scrapbook during circle time, explaining it will capture the class's learning journey together on a single topic or investigation. Place the book in an accessible floor-level area where small groups can gather, and invite children to contribute drawings, photos, or dictated thoughts after hands-on activities.
Teachers should act as active listeners and documenters, capturing children's words, questions, and actions with accuracy whilst facilitating group conversations. They help learners revisit earlier ideas, extend their thinking, and reflect on how their understanding has evolved, whilst introducing new provocations that respond to children's interests and connect to curriculum goals.
Dedicate 10-15 minutes after each activity for children to add their contributions whilst experiences are fresh, and schedule weekly review sessions where children revisit previous pages. Store materials like glue sticks, scissors, and markers in a designated floor book basket for easy access during documentation time.
Floor books support collaborative thinking and shared reasoning whilst providing a visible, tangible record of children's learning journeys over time. They encourage children to revisit and extend previous ideas, deepening understanding and building key thinking skills such as reasoning, recalling, and building on others' ideas within a shared physical space.
Floor books create an inclusive space where learners can record their thinking through drawings, writing, photos, or verbal contributions scribed by adults, making them accessible regardless of literacy level. This approach ensures that a diverse range of perspectives is valued and reinforces that everyone's voice matters in the learning process.
Teachers need to balance child-led exploration with intentional teaching, ensuring the process remains focused whilst allowing free expression. The key is maintaining regular documentation time, having materials easily accessible, and skillfully weaving together children's voices with curriculum goals through thoughtful facilitation and questioning.
These peer-reviewed studies provide deeper insights into floor books in eyfs: documenting learning together and its application in educational settings.
Embodied reflection ‐ exploring creative routes to teaching reflective practice within dance training View study ↗5 citations
Petsilas et al. (2019)
This paper explores creative and embodied approaches to teaching reflective practice within dance training through a collaboration between dance schools and universities. It is relevant to EYFS practitioners using Floor Books because it demonstrates innovative methods for documenting and reflecting on learning experiences, which can be adapted to help young children and educators engage in meaningful reflection about their learning journeys.
Conceptual development: How do early educators and teachers support children's early thinking in STEM? View study ↗
Fleer et al. (2023)
This paper examines how early childhood educators and teachers can support young children's conceptual development and early thinking in STEM subjects within the Australian educational context. It is directly relevant to Floor Books in EYFS as it provides insights into documenting and supporting children's thinking processes, which is a core purpose of Floor Books in capturing and extending children's learning in science, technology, engineering and mathematics.
Facilitating reflective practice: developing built environment educators’ capacity for teaching and learning View study ↗6 citations
Ruge et al. (2020)
This paper focuses on developing educators' capacity for reflective teaching and learning practice in higher education, particularly examining how teaching staff can improve their pedagogical approaches. It is relevant to EYFS practitioners using Floor Books because it emphasizes the importance of reflective practice in education, which aligns with how Floor Books encourage both children and educators to reflect on and document learning experiences together.
Improving Student Communication Skills In Learning Indonesian Language Through Collaborative Learning View study ↗24 citations
Kusmiarti et al. (2020)
This research investigates how collaborative learning approaches can improve students' communication skills in Indonesian language learning. It is relevant to Floor Books in EYFS because it demonstrates the power of collaborative documentation and shared learning experiences, which mirrors how Floor Books facilitate collaborative learning between children, educators, and families in early years settings.
ZONE OF PROXIMAL DEVELOPMENT AND SOCIAL CONSTRUCTIVISM BASED EDUCATION ACCORDING TO LEV SEMYONOVICH VYGOTSKY View study ↗18 citations
Payong et al. (2020)
This theoretical study examines Vygotsky's concept of the Zone of Proximal Development and its application to social constructivist education practices. It is highly relevant to Floor Books in EYFS because Floor Books exemplify social constructivist principles by documenting collaborative learning experiences and supporting children's development through guided interaction with more knowledgeable others, including peers and educators.
Floor books are large, accessible scrapbooks used in primary classrooms to capture and document , questions, and learning experiences. Designed to be placed on the floor for easy access, they invite learners to engage collaboratively in the process of meaning-making and reflection. More than just a record of classroom activity, a floor book becomes a living document that evolves with the children’s interests and contributions.
This approach is grounded in child development theories, particularly the zone of proximal development, where the direction of learning is shaped by the learners themselves. Teachers act as facilitators, encouraging learners to contribute drawings, comments, photographs, and writing to capture their ideas and inquiries. This collaborative approach is particularly valuable for teaching assistant development. In doing so, children develop key thinking skills such as reasoning, recalling, and building on others’ ideas, all within a shared physical space.
Floor books also encourage shared ownership of learning. Rather than focusing solely on individual outcomes, they reflect the collective journey of a group, showcasing moments of exploration, discovery, and collaboration. As children revisit the book, they engage in , whether their own or that of their peers, building deeper understanding and making connections across time and experiences.
Though often associated with early years education, floor books are increasingly used across a range of primary settings to support oracy, language development, reflection, and conceptual development. They serve not only as a formative assessment tool but also as a catalyst for systems thinking.
Keep floor books updated by dedicating 10-15 minutes after each activity for children to add their contributions while experiences are fresh. Schedule weekly review sessions where children revisit previous pages and add new connections or questions that have emerged. Store materials like glue sticks, scissors, and markers in a designated floor book basket for easy access during documentation time.
Updating the floor book after engaging learners in discussion or reflection is an essential part of making learning visible and meaningful. When their voices are acknowledged and recorded, learners begin to see themselves as active participants in shaping their own . This small but significant act reinforces that their thoughts, questions, and ideas matter.
A floor book that reflects recent conversations shows that the classroom is responsive, adapting to the learners' evolving interests and thinking. It sends a strong message that learning is not static, and neither is their contribution. This encourages a sense of ownership, helping learners to see how their ideas can influence what happens next in their classroom.
Beyond , this process fosters key social and emotional skills. By seeing their ideas captured and revisited, learners develop greater confidence in expressing themselves. They begin to understand that their contributions can lead to new learning opportunities, not just for themselves, but for the whole group.
Including learner input also supports inclusive practice. It ensures that a diverse range of perspectives is valued, reinforcing the idea that everyone’s voice matters.
A well-structured floor book serves as both a thinking space and a living document of classroom learning. It captures the evolving ideas, questions, and reflections of learners, forming a visual record of their journey through a topic or inquiry. These books are more than simple scrapbooks, they are tools that support dialogue, deepen learning, and connect children’s contributions to ongoing curriculum planning.
An important feature of the floor book is its openness: learners are encouraged to record their thinking through drawings, writing, photos, or verbal contributions scribed by adults. This creates a shared space for , accessible to all learners regardless of literacy level.
Rather than being used as an assessment tool, open-ended questions appear throughout the book to provoke thinking and stimulate curiosity. These questions help develop higher-order thinking by encouraging learners to reflect, compare, predict, and connect ideas.
Floor books are typically large in size to allow children to sit around them, encouraging group discussions and joint attention. As the pages grow, so too does the depth of learning. Teachers can track the progression of ideas over time, identifying how learners revisit and build upon earlier concepts.
At its core, the floor book is a shared record of exploration, holding the voices of both children and adults as they construct knowledge together.
Key Features of a Floor Book:
The teacher plays a vital role in guiding and shaping how the floor book is used in the classroom. While the content is generated by learners, it is the teacher’s role to act as a listener, facilitator, and thoughtful documenter of children's thinking. Through careful observation and dialogue, the teacher captures the ideas, questions, and reflections that emerge during shared activities and discussions.
Using the floor book effectively requires a balance between child-led exploration and intentional teaching. Teachers introduce new provocations and experiences that respond to the children’s interests while gently steering the learning in line with curriculum goals. This means creating space for learners to express themselves freely while also identifying opportunities to deepen understanding or connect ideas across contexts.
During floor book sessions, teachers help learners revisit earlier ideas, extend their thinking, and reflect on how their understanding has evolved. They may model how to express a thought clearly, pose a new question, or offer vocabulary that helps clarify meaning. These subtle forms of support ensure that the floor book process remains rich, inclusive, and focused.
Ultimately, the teacher’s role is to weave together the children's voices and the curriculum through a shared visual dialogue, one that evolves page by page and builds towards meaningful learning.
Key Elements of the Teacher's Role:
Begin by introducing a blank A3 scrapbook during circle time and explaining it will capture the class's learning journey together. Start with a single topic or investigation, inviting children to contribute drawings, photos, or dictated thoughts after hands-on activities. Place the book in an accessible floor-level area where small groups can gather to add content throughout the day.
The floor book approach provides a powerful method for capturing learners' thinking, promoting curiosity, and embedding pupil voice at the heart of the learning process. More than a record of activity, a floor book document becomes a shared space for enquiry, dialogue, and discovery. Whether you’re new to the concept or refining your current practice, the following five strategies offer practical guidance for using children's floor books meaningfully in your classroom.
Start with a square floorbook made from white cartridge paper, the high-quality paper allows for rich illustrations, photographs, sticky notes, and written annotations. Position your floor standing book shelf in an accessible space so learners can revisit and contribute at any time. This signals that the floor book journey is shared and ongoing.
2. Connect with Previous Learning
Use floor books to document previous learning and connect new topics with what learners already know. This not only strengthens understanding but models how knowledge builds over time. Add dated pages or visual timelines to show progression. Re-visiting earlier pages can also help learners reflect, spot changes in thinking, and evaluate their growth.
Well-planned floor book activities should centre on enquiry skills. Use open-ended prompts such as "What do you wonder about...?" or "What questions do we have?" Encourage learners to make predictions, reflect on outcomes, and represent thinking through drawings, captions, or diagrams. The sharing of ideas among peers deepens collaborative learning and invites wider perspectives.
Floor books work best when every voice is heard. Plan group sessions in small clusters and use scaffolds such as sentence starters or question prompts to support contributions. This inclusive approach ensures each individual child has their ideas recorded and valued, building confidence and ownership over their learning.
The goal is not perfection, but authentic learning. However, making your beautiful book visually engaging supports pride and engagement. Use mixed media, drawings, photos, sticky notes, and highlight key learning moments. Share your floor books during assemblies, parent events, or displays. Seeing their thinking valued helps learners understand the impact of their voices.
Research shows floor books support collaborative learning and metacognition by making thinking visible and encouraging children to build on each other's ideas. Studies indicate they particularly benefit language development and oracy skills as children explain their contributions and discuss shared experiences. The approach aligns with Vygotsky's social constructivist theory, where learning occurs through meaningful social interactions and shared documentation.
While floor books themselves are not yet a highly researched area, the wider concept of learning journals and collaborative documentation in the classroom is well documented. Learning journals, whether individual or group-based, share many of the same characteristics as floor books: they capture pupil voice, promote metacognition, and support co-construction of learning. The following studies highlight the impact of learning journals and reflective documentation practices on engagement, language development, and deeper thinking in early and primary education settings.
1. Duncanson, E. (2014). Lasting effects of creating classroom space: A study of teacher behavior. Educational Planning, 21, 29-40.
This study explores how rearranging classroom environments to support open, collaborative workspaces positively impacts student engagement and autonomy. It discusses how tools like journals and shared documentation (similar in use to floor books) empower students to reflect on their learning, encouraging independence and deeper thinking.
2. Adhe, K., Masitha, K. D., & Widayati, S. (2020). The effectiveness of using the classroom guide book for early childhood education teachers. Jurnal Indria.
This paper evaluates the impact of a classroom guidebook designed to support flexible learning environments and reflective practice in early childhood education. It highlights the effectiveness of structured formats for capturing children’s thinking and planning learning pathways, similar to the way floor books or group journals operate in practice.
3. McNiff, J. (2007). My story is my living educational theory. Creative Approaches to Research.
McNiff discusses how reflective journaling supports teacher and student learning through narrative and inquiry. While more theoretical in focus, the study underlines the educational power of shared documentation practices and provides a strong foundation for understanding how tools like floor books enhance metacognitive skills.
4. Warwick, P., & Siraj-Blatchford, I. (2006). Using learning journals to foster reflective practice in primary science classrooms.
This study found that using journals in science lessons helped primary-aged children to verbalise their reasoning, connect ideas, and reflect more effectively on experimental outcomes. These benefits mirror those claimed in practice-based reports on floor book use, particularly around deepening understanding through shared, visual documentation.
5. Eick, C. J., & Dias, M. (2005). Building the authority of experience in communities of practice: The development of preservice teachers’ practical knowledge through learning journals. Teaching and Teacher Education, 21(2), 137-148.
Though focused on preservice teachers, this study provides valuable insights into how learning journals support reflective and dialogic learning. It shows how structured reflection can help learners track their development over time, a key goal in the use of classroom-based floor books and collaborative learning logs.
Floor books remain essential in 2025 as they require no technology or expensive resources while supporting evidence-based collaborative learning and formative assessment. They provide authentic documentation for learning journeys that meets current educational frameworks focusing on metacognition and student voice. The strategy costs nothing beyond basic stationery yet delivers measurable improvements in engagement, language development, and collective problem-solving skills.
Floor books remain a powerful, low-cost approach to documenting learning in Early Years and primary settings.
Minimal, Floor books require only large scrapbooks or display books. The methodology itself is free.
In 2025, many settings combine physical floor books with digital documentation using apps like Tapestry, Evidence Me, or Purple Mash 2Connect.
Floor books are large, accessible scrapbooks placed on the floor that capture children's ideas, questions, and learning experiences through collaborative documentation. Unlike static displays, they are living documents that evolve with children's interests and contributions, inviting learners to actively engage in the process of meaning-making and reflection together.
Begin by introducing a blank A3 scrapbook during circle time, explaining it will capture the class's learning journey together on a single topic or investigation. Place the book in an accessible floor-level area where small groups can gather, and invite children to contribute drawings, photos, or dictated thoughts after hands-on activities.
Teachers should act as active listeners and documenters, capturing children's words, questions, and actions with accuracy whilst facilitating group conversations. They help learners revisit earlier ideas, extend their thinking, and reflect on how their understanding has evolved, whilst introducing new provocations that respond to children's interests and connect to curriculum goals.
Dedicate 10-15 minutes after each activity for children to add their contributions whilst experiences are fresh, and schedule weekly review sessions where children revisit previous pages. Store materials like glue sticks, scissors, and markers in a designated floor book basket for easy access during documentation time.
Floor books support collaborative thinking and shared reasoning whilst providing a visible, tangible record of children's learning journeys over time. They encourage children to revisit and extend previous ideas, deepening understanding and building key thinking skills such as reasoning, recalling, and building on others' ideas within a shared physical space.
Floor books create an inclusive space where learners can record their thinking through drawings, writing, photos, or verbal contributions scribed by adults, making them accessible regardless of literacy level. This approach ensures that a diverse range of perspectives is valued and reinforces that everyone's voice matters in the learning process.
Teachers need to balance child-led exploration with intentional teaching, ensuring the process remains focused whilst allowing free expression. The key is maintaining regular documentation time, having materials easily accessible, and skillfully weaving together children's voices with curriculum goals through thoughtful facilitation and questioning.
These peer-reviewed studies provide deeper insights into floor books in eyfs: documenting learning together and its application in educational settings.
Embodied reflection ‐ exploring creative routes to teaching reflective practice within dance training View study ↗5 citations
Petsilas et al. (2019)
This paper explores creative and embodied approaches to teaching reflective practice within dance training through a collaboration between dance schools and universities. It is relevant to EYFS practitioners using Floor Books because it demonstrates innovative methods for documenting and reflecting on learning experiences, which can be adapted to help young children and educators engage in meaningful reflection about their learning journeys.
Conceptual development: How do early educators and teachers support children's early thinking in STEM? View study ↗
Fleer et al. (2023)
This paper examines how early childhood educators and teachers can support young children's conceptual development and early thinking in STEM subjects within the Australian educational context. It is directly relevant to Floor Books in EYFS as it provides insights into documenting and supporting children's thinking processes, which is a core purpose of Floor Books in capturing and extending children's learning in science, technology, engineering and mathematics.
Facilitating reflective practice: developing built environment educators’ capacity for teaching and learning View study ↗6 citations
Ruge et al. (2020)
This paper focuses on developing educators' capacity for reflective teaching and learning practice in higher education, particularly examining how teaching staff can improve their pedagogical approaches. It is relevant to EYFS practitioners using Floor Books because it emphasizes the importance of reflective practice in education, which aligns with how Floor Books encourage both children and educators to reflect on and document learning experiences together.
Improving Student Communication Skills In Learning Indonesian Language Through Collaborative Learning View study ↗24 citations
Kusmiarti et al. (2020)
This research investigates how collaborative learning approaches can improve students' communication skills in Indonesian language learning. It is relevant to Floor Books in EYFS because it demonstrates the power of collaborative documentation and shared learning experiences, which mirrors how Floor Books facilitate collaborative learning between children, educators, and families in early years settings.
ZONE OF PROXIMAL DEVELOPMENT AND SOCIAL CONSTRUCTIVISM BASED EDUCATION ACCORDING TO LEV SEMYONOVICH VYGOTSKY View study ↗18 citations
Payong et al. (2020)
This theoretical study examines Vygotsky's concept of the Zone of Proximal Development and its application to social constructivist education practices. It is highly relevant to Floor Books in EYFS because Floor Books exemplify social constructivist principles by documenting collaborative learning experiences and supporting children's development through guided interaction with more knowledgeable others, including peers and educators.
