Why floor books?

Floor books are large, shared journals used on the carpet or table at children’s level. They make thinking visible and collective. Because pages are built with children—photos, drawings, quotes, questions—they are powerful for inquiry, voice, and sustained shared thinking.

What they’re great for

• Capturing group explorations over days or weeks
• Noticing and revisiting ideas (metacognition)
• Valuing child voice and co‑construction
• Linking provision changes to observations and next steps

Page templates (repeatable structures)

Use one structure repeatedly so children recognise the pattern.

• Photo/drawing + child quotes
• What we noticed (adult analysis)
• What we wonder (questions)
• What we’ll try next (plan)
• Review date and changes in provision

Example page (water inquiry)

• Photos: pouring from different containers; close‑ups of drips
• Quotes: “It goes faster when it’s thin,” “My jug is heavy now.”
• Noticed: comparing flow rate; early prediction language; collaboration
• Wonder: What shapes make water go fastest? Can we make a maze?
• Next: Add tubing and funnels; a timer; cards with words ‘fast/slow/more/less’

Facilitation moves that matter

• Capture verbatim quotes (initials ok); attribute clearly.
• Model drawing arrows and boxes to show connections; revisit pages across days.
• Invite families to add photos/comments; display near the provision to spark talk.
• Use simple icons (lightbulb for idea, eye for noticing) that children learn to use.
• Include “what changed in provision” so planning is visible.

Materials list (starter kit)

• A3/A2 book with sturdy paper; glue sticks; washi tape; marker pens; printed photos
• Sticky notes for quick quotes; small labels for dates and names
• Simple icon stickers for children to categorise (idea, question, plan)

Assessment and links to journals

Floor books can sit alongside individual learning journals:

• Link a floor‑book page to several children’s journal entries (group observation → individual next steps)
• Use the page as evidence of sustained thinking (CL, PSED, UW, EAD)
• Add a tiny QR code or short code on the page that points to related journal items

Inclusion and accessibility

• Offer drawing tools of different sizes; allow dictation and scribing
• Use photos and symbols so emerging writers participate equally
• Revisit at calm times; use visual timetables to build the routine

Common pitfalls (and fixes)

• Pitfall: Beautiful scrapbook, little analysis → Fix: always add ‘noticed/wonder/next’ boxes
• Pitfall: Heavy adult drive → Fix: leave space for children to place photos/quotes
• Pitfall: One‑off pages → Fix: schedule short revisits; build a sequence

FAQs

• How often? Little and often: 10–15 minutes during or after inquiry sessions.
• Digital alternatives? You can emulate pages in your journal platform, but keep the co‑construction spirit.
• How to store? Keep near the related provision so children can return to it.

Connect with: Learning Journal Templates · Observation Types · See also: Learning Journal & Journey