About
This workshop invites educators to explore the concept of flow as a pedagogical tool for designing learning environments that foster deep engagement, intrinsic motivation, and joy in learning. Drawing from Positive Psychology research on flow and the Phoenix Cups® Framework, participants will reflect on how children enter states of flow, what conditions make this possible, and how educators can intentionally create environments where wellbeing and learning thrive.
Through discussion, practical examples, and reflective activities, participants will connect the theory of flow to their everyday practice, gaining tools to embed flow as a lens for curriculum decision-making and relational pedagogy.
Theoretical underpinning and links to the NQF
- Csikszentmihalyi’s Flow Theory – Flow is achieved when challenge and skill are balanced, creating optimal learning conditions. It supports intrinsic motivation and sustained attention.
- Positive Psychology – Flow aligns with the science of flourishing (Seligman & Csikszentmihalyi, 2000), emphasising wellbeing, meaning, and engagement as central to learning.
- Self Determination Theory (Ryan & Deci) – Flow states meet basic psychological needs for autonomy, competence, and relatedness, making it deeply relevant to children’s motivation.
- The Phoenix Cups® Framework – Flow can be seen as a multi-cup filler (Connection, Mastery, Fun, Freedom, and Safety). Children are most likely to experience flow when their needs are considered and their cups are filled.
Links to the NQF
Quality Area 1: Educational program and practice
Element 1.1.2 Child-centred: Flow pedagogy recognises children’s agency and capacity to enter deep states of learning .
Element 1.2.2 Responsive teaching and scaffolding: Educators adapt the balance of challenge and skill to scaffold children into flow.
Quality Area 3: Physical environment
Element 3.2.1 Inclusive environment: Flow pedagogy values diverse entry points, ensuring every child can access meaningful challenge.
Quality Area 5: Relationships with children
Element 5.1.1 Positive educator to child interactions: Flow emerges in the context of strong, attuned relationships where educators notice and nurture children’s states of deep engagement.
Participant Outcomes
- Define flow pedagogy and explain its relevance to children’s learning, wellbeing, and development.
- Identify the conditions that support flow - balance of challenge and skill, uninterrupted time, environments rich in curiosity and possibility.
- Link flow to children’s needs using the Phoenix Cups® Framework, seeing flow as a state where multiple cups are filled simultaneously.
- Recognise flow moments in practice and reflect on how to extend or protect them.
- Embed flow into planning and pedagogy, aligning practice with NQF expectations around child-centred, strengths-based, and relational learning.
- Reflect critically on their own teaching practice, considering how routines, environments, and educator responses can either block or enable flow.
