2025 has been a year of reflection for the Educational Leadership of Capers Early Learning. With an increased emphasis on the Rights of Children we wanted to centre children’s thinking and ideas within our programming and ensuring that their voices are honoured within our documentation.

We also wanted to work more closely with families and community members. We recognise that children exist within a web of relationships and that we best serve them when we are connected to the community that encircles them.

Our teams have begun training in the Floorbook Approach – Planning with and for children. This approach was developed by Dr Claire Warden an internationally renowned, award-winning educational consultant and leader in early years education. With a PhD in nature pedagogy and child led inquiry, Claire’s philosophy sits in synergy with Capers own strong emphasis on connection with nature and empowering children to be lifelong learners.

The Floorbook Approach is now included in National Curricular documents and endorsed by governing bodies around the world, including Australia, as an example of outstanding practice perfectly aligning to Children’s Rights.

FAQ’s

Where will I see what my child’s group is doing?

Each room will have a Floorbook clearly displayed where we encourage you to pause with your child and ask them to show you what they have been doing (If you have a baby or toddler please see the question below).

Most children will love to show you the photo’s and drawing in the floorbooks and use this as a way of recalling and sharing with you. This process of revisiting learning with you deepens their focus and creates shared sustained thinking.

As you flip through the floorbook you’ll see how the children are wondering, questioning and reflection on their learning.

If children are leading, what are teachers and educators doing?

In Early Childhood Education teachers and educators are rarely involved in formal structured education because that’s not developmentally appropriate for children under 5. Young children are hands-on, full-bodied learners driven by curiosity, connection and the unfolding of natural developmental processes. Just like a seed, if they are nurtured within a supportive environment they will thrive.

Teachers and Educators create environments and experiences and connections that inspire children. They listen and observe closely to understand what children are drawn to, what they are curious about and then combine their developmental and curricular knowledge to foster growing curiosity.

Teachers and educators use a variety of strategies to nurture wonder and deepen thinking. Questioning, reflecting and holding space for children to own their “I did it” moments.

As part of our professional practice Teachers and Educators also reflect on our pedagogy and document and record children’s learning to share with families.

How does this fit with the Early Years Learning Framework? Or the Queensland Kindergarten Guidelines?   

Teachers and Educators are required to use the Early Years Learning Framework and Queensland Kindergarten Guidelines to support planning and reporting outcomes for all children. This will continue with the Floorbook Approach.

How can I get involved?

We welcome and encourage families input into the Floorbooks. If you have stories, information, ideas or resources to share please write them on a post it note and add to the Floorbooks or pass to one of our teachers or educators. Have a chat with us about what you are seeing in the book and how you can contribute to a richer environment for all our children.

Will I still see my child’s individual learning?

Yes absolutely! Individual observations of your child will be in their OWNA account.

Are the Babies and Toddlers doing this too?

Yes! Although floorbooks will of course look a little different aligning to their stage of development. These floorbooks will have more photos and adult input. Our 0-3 Educators will be sharing their observations of the groups identifying how children are moving through developmental schemas and milestones. Although these little people are less verbal their thinking and learning is visible through their actions, interests and connections.

Our 0-3 Educators and Teachers use Primary Caregiving systems to attune to individual development and shared experiences.