The Learn To Play Approach for Kindergarten Teachers (2 Day ONLINE Workshop): 9:30am – 3:30pm, Tues 23 – Wed 24 July, 2024

Presented by Dr Siobhan Casey

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

3x ONLINE Q&A follow up sessions: 2:00pm – 3:30pm on Tues 6 Aug, Tues 20 Aug, Tues 27 Aug, 2024

Presented by Dr Siobhan Casey

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

ABOUT

Many children come to kindergarten who are not yet ready to learn. For some children it becomes clear over their time at kindergarten that they are not ready for school and need extra resources or extra time at kindergarten. The Learn To Play Approach for Kindergarten Teachers is designed to support teachers in developing a deeper understanding of pretend play, how the complex skill of pretend play develops for children, and why pretend play is important for literacy, narrative understanding, social competence, and self-regulation.

The Learn To Play Approach for Kindergarten Teachers includes a 2 Day Online Workshop, plus 3x Online Q&A follow up sessions; 1.5hrs per session. The Learn To Play Approach for Kindergarten Teachers (2 Day Online Workshop) is a practical workshop that takes teachers through the Pretend Play Checklist for Teachers with case studies for practice. The Pretend Play Checklist for Teachers is an assessment tool designed to assist teachers to observe and report on the pretend play ability of children in their care. It provides a framework to assist teachers to identify targeted activities at kindergarten, highlights information to pass onto parents, and allows for specific observations of a child’s play to inform report writing and transition statements. The Pretend Play Checklist for Teachers (PPC-T) Manual and Pack of PPC-T Assessment Scoring Forms will be posted to all registrants prior to the workshop. The Manual provides in depth information on the development of pretend play, how to score and how to interpret. The Assessment Scoring Form is for the teacher to score each child’s play ability. For convenience it has a brief summary of the play skills by level and space for scoring the play skills. There is also space for comments.  The recently released book, Learning Through Play in the Primary School: The Why and the How for Teachers and School Leaders, by Louise Paatsch, Siobhan Casey, Amity Green, Karen Stagnitti, is also included and will be posted to registrants prior to the workshop.

The workshop provides for small group work to design play activities within group settings and to identify how these play activities build foundational skills for children’s school readiness.

DAY 1: Foundation, 9:30am – 3:30pm, Tuesday 23 July, 2024

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

9:30 – 11:30am: Introducing the Learn To Play Framework for understanding pretend play

• Connecting the understanding of pretend play development to literacy, narrative understanding, social competence and self-regulation;
• Identifying how Learn To Play can support 5 VELDYF outcomes.

20 min break

11:50am – 1:20pm: Pretend Play and The Brain 

• Connecting the dots between brain development in the early years, emotional regulation and pretend play development.

40 min break

2:00 – 3:30pm: Understanding Assessment using the Pretend Play Checklist for Teachers 

• Working through two case studies via break out rooms; and assessment by video analysis.

DAY 2: Principles and Planning, 9:30 – 3:30pm, Wednesday 24 May, 2024

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

9:30 – 11:30am: What is Learn To Play

• Exploring the concept of responding to the child, rather than directing;
• Working through 8 key principles and exploring emotional engagement;
• Exploring the techniques of tracking/empathic reflection.

20 min break

11:50am – 1:20pm: Video analysis of Learn To Play and explore the play skills

• Activities – working in groups to create a narrative;
• Exploring the understanding of the six key play skills of the Learn To Play framework.

40 min break

2:00 – 3:30pm: Approach planning and implementation

• Reviewing case studies;
• Working on goal setting;
• Planning approach’s for kinder with links to the VELDYF outcomes;
• Question time.

3x ONLINE Q&A follow up sessions: 2:00pm – 3:30pm on Tues 6 Aug, Tues 20 Aug, Tues 27 Aug, 2024

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

The 3x Online Q&A follow up sessions (1.5hrs per session) begin approximately three weeks from the date of the 2 Day Online Workshop. These sessions are designed to consolidate the information covered in the workshop, allowing for educators who have begun implementing the Learn To Play Approach in their Kindergarten to ask questions.

First Q&A follow up session: Understanding assessment – exploring the PPCT further

2:00pm – 3:30pm, Tuesday 6 August, 2024

Second Q&A follow up Session: Supporting self-regulation through play

2:00pm – 3:30pm, Tuesday 20 August, 2024

Third Q&A follow up session: Building social competence

2:00pm – 3:30pm, Tuesday 27 August, 2024

PRESENTER’S PROFILE – DR SIOBHAN CASEY

Dr. Siobhan Casey is a paediatric occupational therapist and Masters qualified play therapist with 18 years of experience in working with children, their families and teachers in a variety of settings. In 2018, Siobhan was awarded a Doctor of Philosophy under the supervision of Emeritus Prof. Karen Stagnitti. Her research primarily focused on understanding the developmental processes of pretend play and self- regulation in supporting the capacity of resilience. Her prior research included identifying important markers and processes for change, for neurodivergent children participating in Learn To Play. Siobhan has presented on pretend play development at conferences both nationally and internationally and enjoys delivering training to a wide range of audiences. She has previously worked in early intervention community settings, private practice and, both mainstream and specialist development schools. She is passionate about promoting positive social and emotional wellbeing for children through providing services that are appropriate, purposeful, and sensitive to the needs of children and their families. Siobhan has recently co-authored a book ‘Learning Through Play in the Primary School’ and continues to research the role of play in supporting child development and building positive relationships.