Learn To Play Therapy – Part 1: Foundation (2 Day ONLINE Workshop)

Wednesday 21 – Thursday 22 August 2024

9:30am – 4:30pm (AEDT) each day

Presented by Dr Chloe Wadley and Bridget Sarah

*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane, Sydney, Melbourne, Hobart, Canberra, UTC+10:00

ABOUT

Learn To Play Therapy is a child-centred approach which aims to develop the capacity in children to spontaneously self-initiate their own pretend play. Being able to play is essential to children because through play children learn about themselves and their world. Pretend play is complex play and research has shown that children who develop more complex levels of pretend play increase in their abilities in social competence, narrative understanding, language, self-regulation, creativity, and problem solving. Not all children develop complex levels of pretend play. Reasons for this can be the child’s developing profile or daily experiences shaped by their environment. Learn To Play Therapy is an evidence-based therapy designed and implemented to support the development of more complex levels of spontaneous pretend play in a child.**

The Pretend Play Enjoyment Developmental Checklist (PPE-DC) STARTER PACKAGE is included in the cost of the workshop, and will be posted out to registrants before the workshop. The Pretend Play Enjoyment Developmental Checklist (PPE-DC) is an important tool in understanding children’s developmental play strengths and interests and is recommended if you wish to integrate play into your practice. The PPE-DC is used and referenced throughout the workshop.

The online training has 3 components:

1. Pre-workshop activities. This includes pre-recorded modules in power point presentation format. These modules explore the links between pretend play and language, narrative, self-regulation, theory of mind and social competence. A module exploring current understanding of the neurobiology of play is also provided. Relevant readings, and TED talks are also referenced.

2. An optional quiz designed to support a self-measure of your understanding of pre-workshop material. Participation in the quiz will also assist Learn To Play to tailor the workshop to your needs.

3. Two Day online workshop – followed by a Quiz to support completion of the workshop.

Day 1

• Understanding the development of pretend play.
• Observing and supporting emotional engagement in play.
• Assessment of pretend play using the Pretend Play Enjoyment Developmental Checklist (PPE-DC)

Day 2:

• Identifying children who would benefit from Learn to Play Therapy
• The process and principles of Learn to Play Therapy
• How to build play ability in children who find playing difficult
• 11 key play skills

Day 1 provides participants with knowledge on the development of pretend play from 12 months to 5 years and how to use this knowledge to understand a child’s unique developing profile. Assessment of play using the Pretend Play Enjoyment Developmental Checklist (PPE-DC) will support assessment of children’s strengths and interests in play, and in particular pretend play. The pre-workshop activities include PowerPoint recordings on the links between pretend play, theory of mind, narrative language and self-regulation and self-esteem are also discussed.

Day 2 day focusses on the underlying principles of Learn To Play Therapy as a therapeutic medium. Participants are taken through the principles and process of this child-centred therapy, which includes 11 key play skills that are an essential part of a child’s ability to play. Guidelines on how to identify if Learn to Play Therapy is an important therapeutic approach for children are also provided.

The workshop consists of a mixture of lecture style presentation with question time available, case studies, video analysis and practice of the key skills involved in the process of Learn to Play Therapy. The practice is provided through supported break out rooms on Zoom. This workshop would be valuable to therapists, social workers, psychologists and early intervention workers who work with families with children under 8 years of age who have concerns about their child’s abilities.

**The Learn To Play book, available for purchase here: Learn to Play Therapy: Principles, Process and Practical Activities was published in 2021. This 314 page book explains the theoretical underpinnings, principles and process as well as includes an additional 114 pages of play activities by developmental level. Reproducible pages allowed are the play activities, parent handouts, and Play Background Checklist. This book is an essential reference source for Learn to Play Therapy.

PRESENTER’S PROFILE – DR CHLOE WADLEY

Dr Chloe Wadley is a paediatric Occupational Therapist who has completed her PhD in the Learn To Play Therapy in Specialist Schools for neurodiverse children supervised by Dr Karen Stagnitti. Chloe works as a paediatric occupational therapist within the community, home, clinic, school, kindergarten, and childcare settings. Chloe specialises in Learn to Play Therapy within her occupational therapy practice. Chloe runs both individual and group Learn To Play for pre-school and primary school children. Chloe is also a Lecturer in Occupational Therapy at Deakin University and involved in the supervision of Masters of Play Therapy students. Chloe has extensive training and clinical practice in the use of play assessment tools and Learn To Play therapy. Chloe enjoys sharing her knowledge and skills through delivering workshops to a range of audiences interested in Learn to Play. Chloe’s research to date has focused on Learn to Play within school and group settings.

PRESENTER’S PROFILE – BRIDGET SARAH

Bridget Sarah (MCPT, GCHELT, BOccThy(Hons)) is a paediatric Occupational Therapist and Masters qualified, Registered Play Therapist. Bridget has experience working with children and families in a diverse range of clinic, home, school, and community settings.

Bridget is an integrative Play Therapist, trained and experienced in the delivery of multiple play therapy models and approaches, including Learn To Play Therapy and the associated assessment tools. Bridget’s research and clinical interests include scaffolding children’s ability to playfully express their emotional worlds using toys and creative media. Bridget is a lecturer, researcher and author in Play Therapy at Deakin University where she provides education and clinical supervision to students.