BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Learn to Play - ECPv6.1.3//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:Learn to Play X-ORIGINAL-URL:https://www.learntoplayevents.com X-WR-CALDESC:Events for Learn to Play REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:Australia/Melbourne BEGIN:STANDARD TZOFFSETFROM:+1100 TZOFFSETTO:+1000 TZNAME:AEST DTSTART:20230401T160000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 TZNAME:AEDT DTSTART:20230930T160000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+1100 TZOFFSETTO:+1000 TZNAME:AEST DTSTART:20240406T160000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 TZNAME:AEDT DTSTART:20241005T160000 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT DTSTART;VALUE=DATE:20230823 DTEND;VALUE=DATE:20240713 DTSTAMP:20240329T072238 CREATED:20230203T014536Z LAST-MODIFIED:20240115T015101Z UID:17287-1692748800-1720828799@www.learntoplayevents.com SUMMARY:Child-Initiated Pretend Play Assessment 2 (ChIPPA2) ONLINE Training DESCRIPTION:  \nChild-Initiated Pretend Play Assessment 2 (ChIPPA2) ONLINE Training \n  \nOnline training is available on the administration\, scoring and interpretation of the Child-Initiated Pretend Play Assessment 2 (ChIPPA2). Register and start at any time. Registrants have 6 months to complete Section 1\, the online self paced study modules\, then the registrant can proceed with Section 2\, the supervision sessions. \n  \nWhat is this assessment? \nThe ChIPPA2 is a norm referenced standardised assessment of the quality of a child’s ability to spontaneously self-initiate their own play. The ChIPPA2 focusses on pretend play ability. This assessment is for children aged 3 years to 7 years 11 months. It assesses the quality\, complexity and organisation of a child’s play through the elaborateness of a child’s play\, the ability of a child to use objects as symbols in play and if the child can initiate their own play. The Clinical Observations form collects information on the time the child spent on the assessment\, use of play scripts and narrative\, involvement of a character\, a child’s enjoyment of play and ability to play beyond the literal use of the play materials. A child’s raw scores on the ChIPPA2 can be compared to standard scores\, which provides information on where a child’s ability to play sits beside other children their age\, and for some age groups\, gender. \n  \nFrom a ChIPPA2 assessment the process of a child’s ability to play can be examined\, the child’s play ability compared to peers is ascertained\, play styles can be identified\, and in many cases\, the social-emotional state of the child can be hypothesised through play themes. The ChIPPA2 is suitable as an assessment when there are concerns about a child’s: ability to play\, social competence\, language\, narrative language\, self-regulation\, and ability to engage in learning. \n  \nHow is the training organised? \nThis training has 2 sections: \n\n6 Modules for self-study. These Modules take you through the ChIPPA2 Manual as well as adding more information on play themes and research underpinning the ChIPPA2. After each Module there is a short quiz to complete.\n10 x 1-hour supervision sessions over Zoom in small groups of no more than 5 people\, plus the trainer\, to score and interpret videos of ChIPPA2 assessments. You will be invited to share 2 or more videos of yourself administering a ChIPPA2. All people in the group will be involved in scoring and interpreting 10 ChIPPA2 assessments.\n\n  \nDo I need to have a ChIPPA2 Kit? \nYes\, you need the ChIPPA2 Kit to complete this training. As the play materials have not changed\, a ChIPPA Kit is also okay. However\, if you have the original ChIPPA Kit you will need to purchase the ChIPPA2 Manual and updated ChIPPA2 Scoring Booklets for 3-year-old children and ChIPPA2 Scoring Booklets for 4 – 7-year-old children\, which were published in late 2019. Please contact Jessica at learntoplayevents@gmail.com if you would like to order the new Manual\, as this is not listed on our web shop. \n  \nAs you work through Modules 3 and 4\, it would be helpful to have a ChIPPA2 Scoring Booklet for 3-year-old children and a ChIPPA2 Scoring Booklet for 4 – 7-year-old children. The new Manual and new Scoring Booklets are included in the purchase of the ChIPPA2 Kit. For further information about the ChIPPA2 Kit\, please click here. \n  \nBelow is more detailed information on the training. \n  \nSection 1: Six Modules for Self-Study \nThe 6 Modules are detailed in the Table below. You work through this content at your own pace\, in your own time. You will have 6 months access to the Modules\, both to work through them\, and refer back to them during the supervision sessions. The total time of all recordings is approximately 6 hours 40 minutes. \n  \nThe Modules take you through the Manual as well as providing further information on research underpinning the ChIPPA2. You will require the ChIPPA2 Manual with you as you work through the Modules. For some Modules there are handouts provided on the presentations. Where handouts are provided\, the information in the presentations goes beyond the Manual content. For Modules 3 and 4 it would be helpful to have the ChIPPA2 scoring booklets to refer to. \n  \nYou will access the Modules through a secure link that is sent to you. There is a short quiz after each Module. For each quiz you need to attain a minimum of 80% before you can proceed to the next Module. There are 5 questions in each quiz. \n  \nModule 1 \nTitle of Modules: Welcome video\, Overview and Introduction \nContents and times of modules and videos: \nWelcome video (1 minute 42 seconds). \n1 recorded presentation (40 minutes 31 seconds). Introducing the ChIPPA2\, why it assesses pretend play\, assumptions underlying the ChIPPA2\, how it was developed. \nReference material needed: ChIPPA2 Manual\, Handout provided on presentation \n  \nModule 2 \nTitle of Modules: Administration \nContents and times of modules and videos: \n1 recorded presentation on Administration (49 minutes 49 seconds). \n1 demonstration video of setting up the cubby house (play space) (56 seconds). \n1 demonstration video of administration for 3-year-old children (4 minutes 48 seconds). \n1 demonstration video of administration for 4 – 7-year-old children (5 minutes 57 seconds). \nReference material needed: ChIPPA2 Manual \n  \nModule 3 \nTitle of Modules: Scoring \nContents and times of modules and videos: \n1 recorded presentation on Scoring (1 hour 20 minutes 54 seconds). \n1 demonstration video on ‘what is an action’ and scoring Number of Imitated Actions (NIA) (3 minutes 12 seconds). \n1 demonstration video of scoring Number of Object Substitutions (NOS) (6 minutes 28 seconds). \n1 demonstration video of scoring Percentage of Elaborate Play Actions(PEPA) for the Conventional-Imaginative Play Session for 4 – 7-year-old children (6 minutes 47 seconds). \n1 demonstration video of scoring Percentage of Elaborate Play Actions (PEPA) for the Symbolic Play Session for 4 – 7-year- old children (6 minutes 1 second). \nReference material needed: ChIPPA2 Manual\, ChIPPA2 Scoring Booklet for 3-year-old children\, ChIPPA2 Scoring Booklet for 4 – 7- year-old children \n  \nModule 4 \nTitle of Modules: Interpretation \nContents and times of modules and videos: \n1 recorded presentation on Interpretation of the ChIPPA2 (56 minutes 23 seconds). \n1 recorded presentation on Play Theme interpretation (28 minutes 30 seconds). \nReference material needed: ChIPPA2 Manual\, ChIPPA2 Scoring Booklet for 3-year-old children\, ChIPPA2 Scoring Booklet for 4 – 7- year-old children\, Handout provided on Play Theme presentation \n  \nModule 5 \nTitle of Modules: Psychometrics of the ChIPPA2 \nContents and times of modules and videos: \n1 recorded presentation on the Psychometrics of the ChIPPA2 (58 minutes 11 seconds). \nReference material needed: ChIPPA2 Manual\, Handout provided on presentation \n  \nModule 6 \nTitle of Modules: Cross-cultural research \nContents and times of modules and videos: \n1 recorded presentation on the Cross-Cultural research (47 minutes 43 seconds). \nReference material needed: ChIPPA2 manual\, Handout provided on presentation \n  \nSection 2: 10 x 1-hour Live Zoom \nSupervision Sessions \nIn Section 2 you will be involved in 10 x 1-hour supervision sessions through live Zoom meetings. In Section 2 you will be in a small group of no more than 5 people\, plus the trainer. The times for the 10 x 1-hour supervision sessions are arranged according to the availability of the group (with consideration for the time zones covered by the group)\, and the trainer. \n  \nFor this part of the training\, you will be invited to provide 2 or more videos of yourself administering a ChIPPA2 assessment. The video will be shared by you\, over Zoom\, and no other person in the group will have a copy of your video recording. A consent form for parents to sign is available for download at the end of Section 1. \n  \nLearn to Play and the trainer will not have a copy of your video\, nor will they store a copy. The group only views your videos during the 1 hour live Zoom supervision sessions. You will have the video on your device\, and share your screen so the group can score and interpret the ChIPPA2 assessment together. One ChIPPA2 video will be scored and interpreted at each 1-hour supervision session. \n  \nThe 10 hours of scoring and interpretation practice is aimed to provide you with training on being consistent (reliable) and accurate when scoring and interpreting a ChIPPA2 assessment. After you have completed the training\, you will be given a certificate to indicate you are trained in the administration\, scoring and interpretation of the ChIPPA2. \n  \nCost of ChIPPA2 training: $950 (GST inc.) \n  \nChIPPA2 Kits are sold separately at a cost of $1\,990 (GST inc.) per kit\, plus shipping. Further information here URL:https://www.learntoplayevents.com/event/chippa2-online-training/ LOCATION:Online workshop run via Zoom ORGANIZER;CN="Learn%20to%20Play":MAILTO:learntoplayevents@gmail.com END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240221T093000 DTEND;TZID=Australia/Melbourne:20241122T163000 DTSTAMP:20240329T072238 CREATED:20231121T034843Z LAST-MODIFIED:20231121T034843Z UID:19210-1708507800-1732293000@www.learntoplayevents.com SUMMARY:10% Discount for the registration of 2 or more workshops in 2024 (including combinations of ONLINE and FACE-TO-FACE Workshops) DESCRIPTION:Along with our Online only and Face-to-face only workshop discount packages listed on our website\, we also offer a 10% discount to those registering for 2 or more workshops in 2024 (including combinations of ONLINE and FACE-TO-FACE Workshops). Please email Jessica at learntoplayevents@gmail.com for further information and registration. URL:https://www.learntoplayevents.com/event/10-discount-for-the-registration-of-2-or-more-workshops-in-2024-including-combinations-of-online-and-face-to-face-workshops/ END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240404T093000 DTEND;TZID=Australia/Melbourne:20240405T163000 DTSTAMP:20240329T072238 CREATED:20231121T032230Z LAST-MODIFIED:20240312T050542Z UID:19126-1712223000-1712334600@www.learntoplayevents.com SUMMARY:Learn To Play Therapy – Part 1: Foundation (2 Day ONLINE Workshop) Thurs 4 – Fri 5 April 2024 DESCRIPTION:Learn To Play Therapy – Part 1: Foundation (2 Day ONLINE Workshop) \nThursday 4 – Friday 5 April 2024 \n9:30am – 4:30pm (AEDT) each day \nPresented by Dr Siobhan Casey and Bridget Sarah \n  \n*Start and end times are in Australian Eastern Daylight Time (AEDT) Sydney\, Melbourne\, Hobart\, Canberra\, UTC+11:00 \n  \nABOUT \nLearn 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.** \n  \nThe 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. \n  \nThe online training has 3 components: \n1. 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. \n2. 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. \n3. Two Day online workshop – followed by a Quiz to support completion of the workshop. \n  \nDay 1 \n\nUnderstanding the development of pretend play.\nObserving and supporting emotional engagement in play.\nAssessment of pretend play using the Pretend Play Enjoyment Developmental Checklist (PPE-DC)\n\n  \nDay 2: \n\nIdentifying children who would benefit from Learn to Play Therapy\nThe process and principles of Learn to Play Therapy\nHow to build play ability in children who find playing difficult\n11 key play skills\n\n  \nDay 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. \n  \nDay 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. \n  \nThe 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. \n  \n**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. \n  \nPRESENTER’S PROFILE – DR SIOBHAN CASEY \nDr. 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. \n  \nPRESENTER’S PROFILE – BRIDGET SARAH \nBridget 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. \nBridget 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. URL:https://www.learntoplayevents.com/event/learn-to-play-therapy-part-1-foundation-2-day-online-workshop-thurs-4-fri-5-april-2024/ LOCATION:Online workshop run via Zoom END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240404T093000 DTEND;TZID=Australia/Melbourne:20240517T163000 DTSTAMP:20240329T072238 CREATED:20231121T034153Z LAST-MODIFIED:20240312T050508Z UID:19193-1712223000-1715963400@www.learntoplayevents.com SUMMARY:Learn To Play Therapy – Part 1 + Part 2 (ONLINE Workshops 2024) 10% Discount Package DESCRIPTION:By purchasing the Learn To Play Therapy – Part 1 + Part 2 (ONLINE Workshops 2024) 10% Discount Package\, you receive discounted registration for the following workshops: \n  \nLearn To Play Therapy – Part 1  \nLearn To Play Therapy – Part 1: Foundation (2 Day ONLINE Workshop) Thurs 4 – Fri 5 April 2024 \n  \nAND \n  \nLearn To Play Therapy – Part 2  (3 Day ONLINE Workshop) \nLearn To Play Therapy – Part 2: Refining and Applying Skills (3 Day ONLINE Workshop) Wed 15\, Thurs 16\, Fri 17 May 2024 URL:https://www.learntoplayevents.com/event/learn-to-play-therapy-part-1-part-2-online-workshops-2024-10-discount-package/ LOCATION:Online workshop run via Zoom END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240404T093000 DTEND;TZID=Australia/Melbourne:20240517T163000 DTSTAMP:20240329T072238 CREATED:20231121T034448Z LAST-MODIFIED:20240308T023342Z UID:19196-1712223000-1715963400@www.learntoplayevents.com SUMMARY:Learn To Play Therapy – Part 1 + Part 2 + Parent Learn To Play (ONLINE Workshops 2024) 10% Discount Package DESCRIPTION:By purchasing the Learn To Play Therapy – Part 1 + Part 2 + Parent Learn To Play (ONLINE Workshops 2024) 10% Discount Package\, you receive discounted registration for the following workshops: \n  \nLearn To Play Therapy – Part 1  (2 Day ONLINE Workshop) \nLearn To Play Therapy – Part 1: Foundation (2 Day ONLINE Workshop) Thurs 4 – Fri 5 April 2024 \n  \nAND \n  \nParent Learn To Play (1 Day Online Workshop) \nParent Learn To Play: Train the Trainer (1 Day ONLINE Workshop) Tues 30 April 2024 \n  \nAND \nLearn To Play Therapy – Part 2  (3 Day ONLINE Workshop) \nLearn To Play Therapy – Part 2: Refining and Applying Skills (3 Day ONLINE Workshop) Wed 15\, Thurs 16\, Fri 17 May 2024 URL:https://www.learntoplayevents.com/event/learn-to-play-therapy-part-1-part-2-parent-learn-to-play-online-workshops-2024-10-discount-package/ LOCATION:Online workshop run via Zoom END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240418T093000 DTEND;TZID=Australia/Melbourne:20240530T153000 DTSTAMP:20240329T072238 CREATED:20231121T032507Z LAST-MODIFIED:20231207T003453Z UID:19225-1713432600-1717083000@www.learntoplayevents.com SUMMARY:The Learn To Play Approach for Kindergarten Teachers (2 Day ONLINE Workshop): 9:30am – 3:30pm\, Thurs 18 – Fri 19 April\, plus 3x ONLINE Q&A follow up sessions: 2:00pm – 3:30pm on Thurs 2 May\, Thurs 9 May\, Thurs 30 May\, 2024 DESCRIPTION:The Learn To Play Approach for Kindergarten Teachers (2 Day ONLINE Workshop): 9:30am – 3:30pm\, Thurs 18 – Fri 19 April\, 2024 \nPresented by Dr Siobhan Casey \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n  \n3x ONLINE Q&A follow up sessions: 2:00pm – 3:30pm on Thurs 2 May\, Thurs 9 May\, Thurs 30 May\, 2024 \nPresented by Dr Siobhan Casey \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n  \nABOUT \nMany 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. \n  \nThe 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. \n  \nThe 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. \n  \n  \nDAY 1: Foundation\, 9:30am – 3:30pm\, Thursday 18 May\, 2024 \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n9:30 – 11:30am: Introducing the Learn To Play Framework for understanding pretend play \n\nConnecting the understanding of pretend play development to literacy\, narrative understanding\, social competence and self-regulation;\nIdentifying how Learn To Play can support 5 VELDYF outcomes.\n\n20 min break \n11:50am – 1:20pm: Pretend Play and The Brain  \n\nConnecting the dots between brain development in the early years\, emotional regulation and pretend play development.\n\n40 min break \n2:00 – 3:30pm: Understanding Assessment using the Pretend Play Checklist for Teachers  \n\nWorking through two case studies via break out rooms; and assessment by video analysis.\n\n  \n  \nDAY 2: Principles and Planning\, 9:30 – 3:30pm\, Friday 19 May\, 2024 \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n9:30 – 11:30am: What is Learn To Play \n\nExploring the concept of responding to the child\, rather than directing;\nWorking through 8 key principles and exploring emotional engagement;\nExploring the techniques of tracking/empathic reflection.\n\n20 min break \n11:50am – 1:20pm: Video analysis of Learn To Play and explore the play skills \n\nActivities – working in groups to create a narrative;\nExploring the understanding of the six key play skills of the Learn To Play framework.\n\n40 min break \n2:00 – 3:30pm: Approach planning and implementation \n\nReviewing case studies;\nWorking on goal setting;\nPlanning approach’s for kinder with links to the VELDYF outcomes;\nQuestion time.\n\n  \n  \n3x ONLINE Q&A follow up sessions: 2:00pm – 3:30pm on Thurs 2 May\, Thurs 9 May\, Thurs 30 May\, 2024 \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n  \nThe 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. \n  \nFirst Q&A follow up session: Understanding assessment – exploring the PPCT further \n2:00pm – 3:30pm\, Thursday 2 May\, 2024 \n  \nSecond Q&A follow up Session: Supporting self-regulation through play \n2:00pm – 3:30pm\, Thursday 9 May\, 2024 \n  \nThird Q&A follow up session: Building social competence \n2:00pm – 3:30pm\, Thursday 30 May\, 2024 \n  \n  \nPRESENTER’S PROFILE – DR SIOBHAN CASEY \nDr. 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. URL:https://www.learntoplayevents.com/event/the-learn-to-play-approach-for-kindergarten-teachers-2-day-online-workshop-930am-330pm-thurs-18-fri-19-april-plus-3x-online-qa-follow-up-sessions-200pm-330pm-o/ LOCATION:Online workshop run via Zoom END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240430T103000 DTEND;TZID=Australia/Melbourne:20240430T163000 DTSTAMP:20240329T072238 CREATED:20231121T032711Z LAST-MODIFIED:20231121T040402Z UID:19080-1714473000-1714494600@www.learntoplayevents.com SUMMARY:Parent Learn To Play: Train the Trainer (1 Day ONLINE Workshop) Tues 30 April 2024 DESCRIPTION:Parent Learn To Play: Train the Trainer (1 Day ONLINE Workshop) \nTuesday 30 April 2024 \n10:30am – 4:30pm \nPresented by Emeritus Professor Karen Stagnitti \n  \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n  \nABOUT \nThis workshop is suitable for those who have completed Learn To Play Therapy – Part 1: Foundation (2 Day Workshop). \n  \nThis workshops provides specific information on working with parents using the principles of Learn To Play Therapy. This course builds on the Learn To Play Therapy Part 1: Foundation workshop as knowledge on the development of pretend play and how to assess spontaneous pretend play ability in children is assumed knowledge for participants who wish to participate in this workshop. \n  \nThis one day ONLINE workshop explains how to include parents as part of parent-child dyads in therapy with the majority of the workshop focussed on training participants to run the Parent Learn to Play small group course for parents. Parent Learn To Play can be either a 7 session or 12 session course for small groups of parents. Parent Learn To Play aims to build parent capacity to understand their child’s play and how to engage with and encourage their child to play. Parent-child interaction during play can build strong bonds between the child and parent. \n  \nThe workshop uses small group activities through break out rooms on Zoom\, to help participants think ‘on the spot’ about the development of play in a child\, as this knowledge is important when working with children and parents/carers. Also covered is: principles in working with parents/carers; engaging parents; and tricky questions. Small group work will take participants through how to run one of the small group sessions with parents. All participants receive a copy of the Parent Learn To Play Facilitators Manual and Parent Handbook\, which will be posted out to registrants before the workshop. \n  \nThis practical workshop would be valuable to therapists and early childhood intervention workers who work with parents and children. This workshop would be valuable for professionals\, including therapists\, social workers\, early intervention workers\, psychologists\, who work with families who have children aged 12 months to 5 years who have a developmental delay. \n  \nPre-workshop activity: To read the introduction and first session in the Parent Learn to Play: Facilitator Manual and Parent Handbook (which will be posted out to registrants prior to the workshop). \n  \nWorkshop content: \n\nWorking with the parent in parent-child dyads\nWhat is Parent Learn To Play for small groups?\nThinking on the spot about the development of play\nPrinciples in engaging parents\nWorking with small groups of parents\nHow to prepare and set up sessions for small groups for Parent Learn to Play\nWorking through a session\nTricky questions\n\n  \nPRESENTER’S PROFILE – KAREN STAGNITTI \nKaren Stagnitti is Emeritus Professor in the School of Health and Social Development at Deakin University\, Victoria\, Australia. She is retired from full time teaching and research but continues to run workshops and write. She graduated with a Bachelor degree in Occupational Therapy from the University of Queensland. For over 40 years she has mainly worked in early childhood intervention programs in community-based settings as part of a specialist paediatric multidisciplinary team. In 2003 she graduated from LaTrobe University with a Doctor of Philosophy. Her area of research is children’s play. Karen has over 150 publications\, including journal articles\, book chapters\, and books. She has developed several play assessments including: Child-Initiated Pretend Play Assessment 2\, the Pretend Play Enjoyment Developmental Checklist and the Animated Movie Test. From this research\, Learn To Play Therapy was developed. Throughout the year\, she is invited to present her work on the play ability of children nationally and internationally. URL:https://www.learntoplayevents.com/event/parent-learn-to-play-train-the-trainer-1-day-online-workshop-tues-30-april-2024/ LOCATION:Online workshop run via Zoom END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240515T093000 DTEND;TZID=Australia/Melbourne:20240517T163000 DTSTAMP:20240329T072238 CREATED:20231121T033031Z LAST-MODIFIED:20240301T030916Z UID:19131-1715765400-1715963400@www.learntoplayevents.com SUMMARY:Learn To Play Therapy – Part 2: Refining and Applying Skills (3 Day ONLINE Workshop) Wed 15\, Thurs 16\, Fri 17 May 2024 DESCRIPTION:Learn To Play Therapy – Part 2: Refining and Applying Skills \n3 Day ONLINE Workshop \nWednesday 15\, Thursday 16\, Friday 17 May \n9:30am – 4:30pm (AEST) each day \nPresented by Dr Siobhan Casey and Dr Chloe Wadley \n  \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n  \nABOUT \nThis workshop is suitable for those who have completed Learn To Play Therapy – Part 1: Foundation (2 Day Workshop). \n  \nThis 3 day workshop builds on Learn to Play Therapy – Part 1: Foundation (2 Day Workshop) training as it is assumed that participants understand and have knowledge of the increasing complexity of pretend play ability. Participants will also know how to carry out formalised play assessments using the Pretend Play Developmental Checklist (PPE-DC) and/or may have also been trained in the Child Initiated Pretend Play Assessment-2 (ChIPPA2) with children. \n  \nLearn To Play Therapy aims to facilitate the ability of a child to spontaneously self-initiate pretend play.** The therapeutic skills required to facilitate this ability in children\, who find it difficult to play\, are explored more deeply in this 3 day ONLINE workshop. \n  \nThe clinical framework and theoretical underpinnings of Learn To Play Therapy are explored more deeply to provide participants with a deeper understanding of the underlying processes and principles. The importance of creating safety for the child in therapy is explored with a strong emphasis on reflecting on therapeutic presence. Understanding of advanced therapeutic skills is considered with video analysis and break out rooms to support the exploration of the therapeutic skills of tracking\, empathic reflections\, holding\, limit setting\, and congruence. \n  \nDay 2 will also include information/discussion on working with children within the Autistic Community and exploring how Learn To Play can provide support. Learn To Play Therapy within practice\, including working with parent/child dyads will be explored. Day 2 also includes exploring the role of Learn To Play and scope of practice in working with children who have experienced trauma. \n  \nDay 3 explores the delivery and application of Group Learn To Play Therapy. Goal setting forms a large part of application on Day 3\, followed by exploring play activities and case study planning in the afternoon. The workshop focusses on advanced therapeutic application of Learn To Play therapy and supports practical problem solving and discussion on how to facilitate developing play ability in children who find play difficult or present with less complex strengths in their play and interactions. \n  \nThe online presentations are complemented by pre-workshop activities and open discussion sessions to further explore play materials for therapy sessions\, and engagement of children in play. 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. \n  \nPre-Workshop Activities: \n2 pre-recorded PowerPoint presentations are provided\, plus further reading and videos. These pre-recorded PowerPoint presentations provide information relevant to the first and second morning sessions. Also available are 3 more pre-workshop recordings based on therapists’ interests or professional backgrounds. \n  \nWorkshop content: \nDay 1 \n\nExploring the complexity of play\nTherapeutic presence\nTheoretical framework for Learn to Play Therapy\nAdvanced therapeutic skills\n\n  \nDay 2 \n\nLearn To Play Therapy for children within the Autistic Community\nLearn To Play Therapy with children who have experienced trauma\nLearn To Play- Parent/Child Dyads\n\n  \nDay 3 \n\nGroup Learn To Play therapy\nGoal setting\nWhat activity do I use now?\nCase Study Application\n\n  \n**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. \n  \nPRESENTER’S PROFILE – DR SIOBHAN CASEY \nDr. 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. \n  \nPRESENTER’S PROFILE – DR CHLOE WADLEY \nDr 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. URL:https://www.learntoplayevents.com/event/learn-to-play-therapy-part-2-refining-and-applying-skills-3-day-online-workshop-wed-15-thurs-16-fri-17-may-2024/ LOCATION:Online workshop run via Zoom END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240613T093000 DTEND;TZID=Australia/Melbourne:20240614T163000 DTSTAMP:20240329T072238 CREATED:20240314T044929Z LAST-MODIFIED:20240314T050103Z UID:19871-1718271000-1718382600@www.learntoplayevents.com SUMMARY:Learn To Play Therapy – Part 1: Foundation (2 Day ONLINE Workshop) Thurs 13 – Fri 14 June 2024 DESCRIPTION:Learn To Play Therapy – Part 1: Foundation (2 Day ONLINE Workshop) \nThursday 13 – Friday 14 June 2024 \n9:30am – 4:30pm (AEDT) each day \nPresented by Dr Siobhan Casey \n  \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n  \nABOUT \nLearn 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.** \n  \nThe 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. \n  \nThe online training has 3 components: \n1. 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. \n2. 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. \n3. Two Day online workshop – followed by a Quiz to support completion of the workshop. \n  \nDay 1 \n\nUnderstanding the development of pretend play.\nObserving and supporting emotional engagement in play.\nAssessment of pretend play using the Pretend Play Enjoyment Developmental Checklist (PPE-DC)\n\n  \nDay 2: \n\nIdentifying children who would benefit from Learn to Play Therapy\nThe process and principles of Learn to Play Therapy\nHow to build play ability in children who find playing difficult\n11 key play skills\n\n  \nDay 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. \n  \nDay 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. \n  \nThe 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. \n  \n**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. \n  \nPRESENTER’S PROFILE – DR SIOBHAN CASEY \nDr. 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. URL:https://www.learntoplayevents.com/event/learn-to-play-therapy-part-1-foundation-2-day-online-workshop-thurs-12-fri-14-june-2024/ LOCATION:Online workshop run via Zoom ORGANIZER;CN="Learn%20to%20Play":MAILTO:learntoplayevents@gmail.com END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240613T093000 DTEND;TZID=Australia/Melbourne:20240920T163000 DTSTAMP:20240329T072238 CREATED:20240314T050145Z LAST-MODIFIED:20240314T050404Z UID:19887-1718271000-1726849800@www.learntoplayevents.com SUMMARY:Learn To Play Therapy – Part 1 + Part 2 (ONLINE Workshops 2024) 10% Discount Package DESCRIPTION:By purchasing the Learn To Play Therapy – Part 1 + Part 2 (ONLINE Workshops 2024) 10% Discount Package\, you receive discounted registration for the following workshops: \nLearn To Play Therapy – Part 1 (2 Day ONLINE Workshop) \nChoose from: \nLearn To Play Therapy – Part 1: Foundation (2 Day ONLINE Workshop) Thursday 13 – Friday 14 June 2024 \nOR \nLearn To Play Therapy – Part 1: Foundation (2 Day ONLINE Workshop) Wednesday 21 – Thursday 22 August 2024 \n  \nAND \nLearn To Play Therapy – Part 2 (3 Day ONLINE Workshop) \nLearn To Play Therapy – Part 2: Refining and Applying Skills (3 Day ONLINE Workshop) Wed 18\, Thurs 19\, Fri 20 Sep 2024 URL:https://www.learntoplayevents.com/event/learn-to-play-therapy-part-1-part-2-online-workshops-2024-10-discount-package-2/ LOCATION:Online workshop run via Zoom ORGANIZER;CN="Learn%20to%20Play":MAILTO:learntoplayevents@gmail.com END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240620T093000 DTEND;TZID=Australia/Melbourne:20240621T163000 DTSTAMP:20240329T072238 CREATED:20231121T032815Z LAST-MODIFIED:20231207T002444Z UID:19246-1718875800-1718987400@www.learntoplayevents.com SUMMARY:The Imagine Create Belong social program for neurodivergent adolescents. Part 1: Foundation (2 Day ONLINE Facilitators’ Workshop) Thurs 20 - Fri 21 June 2024 DESCRIPTION:  \nThe Imagine Create Belong social program for neurodivergent adolescents. \nPart 1: Foundation (2 Day ONLINE Facilitators’ Workshop) \n  \nThursday 20 June \, 9:30am – 4pm \nFriday 21 June \, 9:30am – 4:30pm \n2024 \n  \nPresented by Sophie Goldingay and Belinda Dean  \n  \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n  \nABOUT \nThis foundation workshop is for those who have not yet undergone facilitators training for the Imagine Create Belong (ICB) Social Development Programme for Adolescents. This workshop would be valuable for those working with tweens/teens who are neurodivergent and/or would like to develop socially. Professionals who often attend our workshops include social workers\, occupational therapists\, speech pathologists\, psychologists\, teachers\, members of school wellbeing teams\, youth mental health nurses and play therapists. \nThis workshop involves immersion into many of the activities within the ICB programme manual ‘Storying Beyond Social Difficulties’ to enable you to then facilitate tweens / teens through the programme confidently. A copy of the “Storying Beyond Social Difficulties with Neuro-Diverse Adolescents: The “Imagine\, Create\, Belong” Social Development Programme Manual will be posted to each participant prior to the workshop. You will apply the ICB method in a small group throughout the workshop to create your own characters and story\, culminating in creation of a movie by the end of the training\, which you can record and retain for future use. \n  \nPRE-WORKSHOP ACTIVITIES  \nA list of pre-readings\, pre-recorded videos and a list of materials needed for the interactive workshop\, to prepare you for participation\, will be sent to you prior to the commencement of the workshop. \n  \nPOST WORKSHOP ASSESSMENT \nFollowing the workshop you will be invited to undertake a short online assessment and if completed successfully\,  you will receive a signed certificate from Learn To Play. \n  \nDAY ONE \n 9.30-11.30 (2hrs) \nWhat is Imagine Create Belong (ICB) and How does Imagine Create Belong work? \n\nExploring issues for neurodivergent tweens and teens: their characteristics\, strengths\, and challenges\nWorking through the aims of the programme and how ICB will assist your tween / teen clients.\nWorking through what is needed and basic principles for success.\nExploring the structure and content of the programme in detail including how to use the Storying beyond social difficulties with neurodiverse adolescents: The “Imagine\, Create\, Belong” Social Development Programme Manual\n\n20-minute break \n11.50-1.20 (1.5hrs) \n\nTesting participants’ progress: The animated movie test.\n\n40-minute break \n2.00-4.00 (2 hr) \nPlanning for experiential activities and opportunity for questions \n\nOutline of structure of experiential activities\, what to expect\, structure of the group\, some examples from previous groups\, and practice with the interactive technology (Zoom™ and Padlet™) plus sound effects and music.\nOpportunity for discussion and questions\nInformation about NDIS funding for participants\n\n  \n  \nDAY TWO Immersion into the programme \n Note: you will be placed into breakout groups according to discipline area and will be in a combination of a large group and small groups throughout the day. \nYou will also need to organise some inexpensive materials for the interactive training day (details to be advised). \n 9.30-11.30 (2hrs) \nImmersion into sessions one and two: \n\nSetting the scene and development of the self as storyteller and self as creator of characters\nSmall group work creating characters.\n\n20-minute break \n11.50-1.20 (1.5hrs) \nImmersion into sessions three\, four and five: \n\nNarrative and identity – creation of ecomaps\, Tree of Life* and roles for character/s you have created.\nCreation of context\, plot structure\, props and scenes in small groups via interactive technology\n\n*Tree of Life is a well-known concept that has been adapted to provide a symbol for representation of a person in their family/community/Country by Wadawurrung woman Corrina Eccles. \n40-minute break \n2.00-3.45 (1.75hrs) \nImmersion into sessions six to eight:  \n\nFurther developing narrative and props\, sound effects and music\nBringing it all together\nThe grand finale – filming the movie you have created together.\nEpilogue – extending the benefits and ideas for 16+ age groups (e.g.\, Dungeons & Dragons)\n\n15-minute break \n4.00-4.30 (.5hrs) \nDebrief and opportunity for movie viewing discussion and questions\, including how the groups worked together and contingency plans. \n  \n  \nWORKSHOP PRESENTERS \n“We operate from a strengths-perspective\, drawing on theorists such as Vygotsky and Rogers\, enlisting a person-centred approach involving unconditional positive regard.” \n  \nSophie Goldingay \nB.A\, PG Dip SW\, GCHE\, PhD \nSophie Goldingay is an Associate Professor at Deakin University and the lead author of the Imagine Create Belong programme\, the website www.imaginecreatebelong.com and the the Storying Beyond Social Difficulties training manual. Sophie is an experienced trainer of ICB facilitators and has facilitated ICB groups with young people in schools. Sophie’s expertise is in identity\, well-being\, and inclusion\, especially for neurodivergent adolescents. She won the Vice Chancellor’s award for ‘Excellent Contributions to Equity and Access’ in 2012 and the Deakin University Vice Chancellor’s Award for ‘Outstanding Contribution to Education and Employability’ in 2022.  She is also the recipient of three teaching awards. \n  \nBelinda Dean \nBN\, MCPT\, GCHE\, RND1\, RPT-S \nBelinda is a Lecturer in Play Therapy\, a Play Therapy Supervisor\, PhD Candidate and author of Imagine Create Belong programme and the training manual. Belinda is a facilitator of ICB groups with young people in schools and clinic settings. Belinda’s area of research is in play-based learning to promote wellbeing for children\, adolescents and within territory education. Belinda’s expertise is in translating cross disciplinary knowledge between the fields of Play Therapy and Nursing Practice. Belinda is the director of Light Heart Publications and Play Based Learning (Play Therapy). \n  URL:https://www.learntoplayevents.com/event/icb-2024/ LOCATION:Online workshop run via Zoom END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240723T093000 DTEND;TZID=Australia/Melbourne:20240827T153000 DTSTAMP:20240329T072238 CREATED:20231121T033337Z LAST-MODIFIED:20240305T040723Z UID:19231-1721727000-1724772600@www.learntoplayevents.com SUMMARY:The Learn To Play Approach for Kindergarten Teachers (2 Day ONLINE Workshop): 9:30am – 3:30pm\, Tues 23 – Wed 24 July\, plus 3x ONLINE Q&A follow up sessions: 2:00pm – 3:30pm on Tues 6 Aug\, Tues 20 Aug\, Tues 27 Aug\, 2024 DESCRIPTION:The Learn To Play Approach for Kindergarten Teachers (2 Day ONLINE Workshop): 9:30am – 3:30pm\, Tues 23 – Wed 24 July\, 2024 \nPresented by Dr Siobhan Casey \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n  \n3x ONLINE Q&A follow up sessions: 2:00pm – 3:30pm on Tues 6 Aug\, Tues 20 Aug\, Tues 27 Aug\, 2024 \nPresented by Dr Siobhan Casey \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n  \nABOUT \nMany 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. \n  \nThe 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. \n  \nThe 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. \n  \n  \nDAY 1: Foundation\, 9:30am – 3:30pm\, Tuesday 23 July\, 2024 \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n9:30 – 11:30am: Introducing the Learn To Play Framework for understanding pretend play \n\nConnecting the understanding of pretend play development to literacy\, narrative understanding\, social competence and self-regulation;\nIdentifying how Learn To Play can support 5 VELDYF outcomes.\n\n20 min break \n11:50am – 1:20pm: Pretend Play and The Brain  \n\nConnecting the dots between brain development in the early years\, emotional regulation and pretend play development.\n\n40 min break \n2:00 – 3:30pm: Understanding Assessment using the Pretend Play Checklist for Teachers  \n\nWorking through two case studies via break out rooms; and assessment by video analysis.\n\n  \n  \nDAY 2: Principles and Planning\, 9:30 – 3:30pm\, Wednesday 24 May\, 2024 \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n9:30 – 11:30am: What is Learn To Play \n\nExploring the concept of responding to the child\, rather than directing;\nWorking through 8 key principles and exploring emotional engagement;\nExploring the techniques of tracking/empathic reflection.\n\n20 min break \n11:50am – 1:20pm: Video analysis of Learn To Play and explore the play skills \n\nActivities – working in groups to create a narrative;\nExploring the understanding of the six key play skills of the Learn To Play framework.\n\n40 min break \n2:00 – 3:30pm: Approach planning and implementation \n\nReviewing case studies;\nWorking on goal setting;\nPlanning approach’s for kinder with links to the VELDYF outcomes;\nQuestion time.\n\n  \n  \n3x ONLINE Q&A follow up sessions: 2:00pm – 3:30pm on Tues 6 Aug\, Tues 20 Aug\, Tues 27 Aug\, 2024 \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n  \nThe 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. \n  \nFirst Q&A follow up session: Understanding assessment – exploring the PPCT further \n2:00pm – 3:30pm\, Tuesday 6 August\, 2024 \n  \nSecond Q&A follow up Session: Supporting self-regulation through play \n2:00pm – 3:30pm\, Tuesday 20 August\, 2024 \n  \nThird Q&A follow up session: Building social competence \n2:00pm – 3:30pm\, Tuesday 27 August\, 2024 \n  \n  \nPRESENTER’S PROFILE – DR SIOBHAN CASEY \nDr. 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. URL:https://www.learntoplayevents.com/event/the-learn-to-play-approach-for-kindergarten-teachers-2-day-online-workshop-930am-330pm-tues-23-wed-24-july-plus-3x-online-qa-follow-up-sessions-200pm-330pm-on/ LOCATION:Online workshop run via Zoom END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240801T093000 DTEND;TZID=Australia/Melbourne:20240802T163000 DTSTAMP:20240329T072238 CREATED:20240307T025234Z LAST-MODIFIED:20240312T042515Z UID:19739-1722504600-1722616200@www.learntoplayevents.com SUMMARY:Learn To Play Therapy – Part 1: Foundation (2 Day FACE-TO-FACE Workshop) in Port Macquarie NSW\, Thurs 1 - Fri 2 August 2024 DESCRIPTION:Learn To Play Therapy – Part 1: Foundation \n2 Day FACE-TO-FACE Workshop at Rydges Port Macquarie\, NSW  \n Thursday 1 – Friday 2 August 2024 \n9:30am – 4:30pm each day \nPresented by Emeritus Professor Karen Stagnitti \n  \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n  \nABOUT \nLearn 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.** \n  \nThe Pretend Play Enjoyment Developmental Checklist (PPE-DC) STARTER PACKAGE is included in the cost of the workshop\, and will provided to registrants at 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. \n  \nThe Face-to-Face training has 3 components: \n1. 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. \n2. 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. \n3. Two Day face-to-face workshop – followed by a Quiz to support completion of the workshop. \n  \nDay 1 \n\nUnderstanding the development of pretend play.\nObserving and supporting emotional engagement in play.\nAssessment of pretend play using the Pretend Play Enjoyment Developmental Checklist\n\n  \nDay 2: \n\nIdentifying children who would benefit from Learn To Play Therapy\nThe process and principles of Learn To Play Therapy\nHow to build play ability in children who find playing difficult\n11 key play skills\n\n  \nDay 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. \n  \nDay 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. \n  \nThe 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 small group work. 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. \n  \n**The Learn To Play book: 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. It will be available for purchase at the face-to-face workshop. \n  \nPRESENTER’S PROFILE – KAREN STAGNITTI \nKaren Stagnitti is Emeritus Professor in the School of Health and Social Development at Deakin University\, Victoria\, Australia. She is retired from full time teaching and research but continues to run workshops and write. She graduated with a Bachelor degree in Occupational Therapy from the University of Queensland. For over 40 years she has mainly worked in early childhood intervention programs in community-based settings as part of a specialist paediatric multidisciplinary team. In 2003 she graduated from LaTrobe University with a Doctor of Philosophy. Her area of research is children’s play. Karen has over 150 publications\, including journal articles\, book chapters\, and books. She has developed several play assessments including: Child-Initiated Pretend Play Assessment\, the Pretend Play Enjoyment Developmental Checklist and the Animated Movie Test. From this research\, Learn To Play Therapy was developed. Throughout the year\, she is still invited by national and international colleagues to contribute to books by writing book chapters or editing. \n  \nVENUE \nRydges Port Macquarie\n1 Hay Street\nPort Macquarie\, NSW 2444 URL:https://www.learntoplayevents.com/event/learn-to-play-therapy-part-1-foundation-2-day-face-to-face-workshop-in-port-macquarie-nsw-thurs-1-fri-2-august-2024/ LOCATION:Rydges Port Macquarie\, 1 Hay Street\, Port Macquarie\, NSW\, 2444\, Australia ORGANIZER;CN="Learn%20to%20Play":MAILTO:learntoplayevents@gmail.com END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240821T093000 DTEND;TZID=Australia/Melbourne:20240822T163000 DTSTAMP:20240329T072238 CREATED:20240314T045121Z LAST-MODIFIED:20240314T045227Z UID:19874-1724232600-1724344200@www.learntoplayevents.com SUMMARY:Learn To Play Therapy – Part 1: Foundation (2 Day ONLINE Workshop) Wed 21 – Thurs 22 August 2024 DESCRIPTION:Learn To Play Therapy – Part 1: Foundation (2 Day ONLINE Workshop) \nWednesday 21 – Thursday 22 August 2024 \n9:30am – 4:30pm (AEDT) each day \nPresented by Dr Chloe Wadley and Bridget Sarah \n  \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n  \nABOUT \nLearn 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.** \n  \nThe 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. \n  \nThe online training has 3 components: \n1. 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. \n2. 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. \n3. Two Day online workshop – followed by a Quiz to support completion of the workshop. \n  \nDay 1 \n\nUnderstanding the development of pretend play.\nObserving and supporting emotional engagement in play.\nAssessment of pretend play using the Pretend Play Enjoyment Developmental Checklist (PPE-DC)\n\n  \nDay 2: \n\nIdentifying children who would benefit from Learn to Play Therapy\nThe process and principles of Learn to Play Therapy\nHow to build play ability in children who find playing difficult\n11 key play skills\n\n  \nDay 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. \n  \nDay 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. \n  \nThe 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. \n  \n**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. \n  \nPRESENTER’S PROFILE – DR CHLOE WADLEY \nDr 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. \n  \nPRESENTER’S PROFILE – BRIDGET SARAH \nBridget 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. \nBridget 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. URL:https://www.learntoplayevents.com/event/learn-to-play-therapy-part-1-foundation-2-day-online-workshop-wed-21-thurs-22-august-2024/ LOCATION:Online workshop run via Zoom ORGANIZER;CN="Learn%20to%20Play":MAILTO:learntoplayevents@gmail.com END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240904T093000 DTEND;TZID=Australia/Melbourne:20241030T153000 DTSTAMP:20240329T072238 CREATED:20231121T033508Z LAST-MODIFIED:20231207T003421Z UID:19186-1725442200-1730302200@www.learntoplayevents.com SUMMARY:The Learn To Play Approach for Kindergarten Teachers (2 Day ONLINE Workshop): 9:30am – 3:30pm\, Wed 4 – Thurs 5 Sep\, plus 3x ONLINE Q&A follow up sessions: 2:00pm – 3:30pm on Wed 9 Oct\, Wed 23 Oct\, Wed Oct 30\, 2024 DESCRIPTION:The Learn To Play Approach for Kindergarten Teachers (2 Day ONLINE Workshop): 9:30am – 3:30pm\, Wed 4 – Thurs 5 September\, 2024 \nPresented by Dr Siobhan Casey \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n  \n3x ONLINE Q&A follow up sessions: 2:00pm – 3:30pm on Wed 9 Oct\, Wed 23 Oct\, Wed Oct 30\, 2024 \nPresented by Dr Siobhan Casey \n*Start and end times are in Australian Eastern Daylight Time (AEDT) Sydney\, Melbourne\, Hobart\, Canberra\, UTC+11:00 \n  \nABOUT \nMany 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. \n  \nThe 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. \n  \nThe 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. \n  \n  \nDAY 1: Foundation\, 9:30am – 3:30pm\, Wednesday 4 September\, 2024 \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n9:30 – 11:30am: Introducing the Learn To Play Framework for understanding pretend play \n\nConnecting the understanding of pretend play development to literacy\, narrative understanding\, social competence and self-regulation;\nIdentifying how Learn To Play can support 5 VELDYF outcomes.\n\n20 min break \n11:50am – 1:20pm: Pretend Play and The Brain  \n\nConnecting the dots between brain development in the early years\, emotional regulation and pretend play development.\n\n40 min break \n2:00 – 3:30pm: Understanding Assessment using the Pretend Play Checklist for Teachers  \n\nWorking through two case studies via break out rooms; and assessment by video analysis.\n\n  \n  \nDAY 2: Principles and Planning\, 9:30 – 3:30pm\, Thursday 5 September\, 2024 \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n9:30 – 11:30am: What is Learn To Play \n\nExploring the concept of responding to the child\, rather than directing;\nWorking through 8 key principles and exploring emotional engagement;\nExploring the techniques of tracking/empathic reflection.\n\n20 min break \n11:50am – 1:20pm: Video analysis of Learn To Play and explore the play skills \n\nActivities – working in groups to create a narrative;\nExploring the understanding of the six key play skills of the Learn To Play framework.\n\n40 min break \n2:00 – 3:30pm: Approach planning and implementation \n\nReviewing case studies;\nWorking on goal setting;\nPlanning approach’s for kinder with links to the VELDYF outcomes;\nQuestion time.\n\n  \n  \n3x Online Q&A follow up sessions: 2:00pm – 3:30pm on Wed 9 Oct\, Wed 23 Oct\, Wed Oct 30\, 2024 \n*Start and end times are in Australian Eastern Daylight Time (AEDT) Sydney\, Melbourne\, Hobart\, Canberra\, UTC+11:00 \n  \nThe 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. \n  \nFirst Q&A follow up session: Understanding assessment – exploring the PPCT further \n2:00pm – 3:30pm\, Wednesday 9 October\, 2024 \n  \nSecond Q&A follow up Session: Supporting self-regulation through play \n2:00pm – 3:30pm\, Wednesday 23 October\, 2024 \n  \nThird Q&A follow up session: Building social competence \n2:00pm – 3:30pm\, Wednesday 30 October\, 2024 \n  \n  \nPRESENTER’S PROFILE – DR SIOBHAN CASEY \nDr. 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. URL:https://www.learntoplayevents.com/event/the-learn-to-play-approach-for-kindergarten-teachers-2-day-online-workshop-930am-330pm-wed-4-thurs-5-sep-plus-3x-online-qa-follow-up-sessions-200pm-330pm-on-we/ LOCATION:Online workshop run via Zoom END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20240918T093000 DTEND;TZID=Australia/Melbourne:20240920T163000 DTSTAMP:20240329T072238 CREATED:20240314T044744Z LAST-MODIFIED:20240322T001040Z UID:19877-1726651800-1726849800@www.learntoplayevents.com SUMMARY:Learn To Play Therapy – Part 2: Refining and Applying Skills (3 Day ONLINE Workshop) Wed 18\, Thurs 19\, Fri 20 Sep 2024 DESCRIPTION:Learn To Play Therapy – Part 2: Refining and Applying Skills \n3 Day ONLINE Workshop \nWednesday 18\, Thursday 19\, Friday 20 September \n9:30am – 4:30pm (AEST) each day \nPresented by Dr Siobhan Casey and Bridget Sarah \n  \n*Start and end times are in Australian Eastern Standard Time (AEST) Brisbane\, Sydney\, Melbourne\, Hobart\, Canberra\, UTC+10:00 \n  \nABOUT \nThis workshop is suitable for those who have completed Learn To Play Therapy – Part 1: Foundation (2 Day Workshop). \n  \nThis 3 day workshop builds on Learn to Play Therapy – Part 1: Foundation (2 Day Workshop) training as it is assumed that participants understand and have knowledge of the increasing complexity of pretend play ability. Participants will also know how to carry out formalised play assessments using the Pretend Play Developmental Checklist (PPE-DC) and/or may have also been trained in the Child Initiated Pretend Play Assessment-2 (ChIPPA2) with children. \n  \nLearn To Play Therapy aims to facilitate the ability of a child to spontaneously self-initiate pretend play.** The therapeutic skills required to facilitate this ability in children\, who find it difficult to play\, are explored more deeply in this 3 day ONLINE workshop. \n  \nThe clinical framework and theoretical underpinnings of Learn To Play Therapy are explored more deeply to provide participants with a deeper understanding of the underlying processes and principles. The importance of creating safety for the child in therapy is explored with a strong emphasis on reflecting on therapeutic presence. Understanding of advanced therapeutic skills is considered with video analysis and break out rooms to support the exploration of the therapeutic skills of tracking\, empathic reflections\, holding\, limit setting\, and congruence. \n  \nDay 2 will also include information/discussion on working with children within the Autistic Community and exploring how Learn To Play can provide support. Learn To Play Therapy within practice\, including working with parent/child dyads will be explored. Day 2 also includes exploring the role of Learn To Play and scope of practice in working with children who have experienced trauma. \n  \nDay 3 explores the delivery and application of Group Learn To Play Therapy. Goal setting forms a large part of application on Day 3\, followed by exploring play activities and case study planning in the afternoon. The workshop focusses on advanced therapeutic application of Learn To Play therapy and supports practical problem solving and discussion on how to facilitate developing play ability in children who find play difficult or present with less complex strengths in their play and interactions. \n  \nThe online presentations are complemented by pre-workshop activities and open discussion sessions to further explore play materials for therapy sessions\, and engagement of children in play. 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. \n  \nPre-Workshop Activities: \n2 pre-recorded PowerPoint presentations are provided\, plus further reading and videos. These pre-recorded PowerPoint presentations provide information relevant to the first and second morning sessions. Also available are 3 more pre-workshop recordings based on therapists’ interests or professional backgrounds. \n  \nWorkshop content: \nDay 1 \n\nExploring the complexity of play\nTherapeutic presence\nTheoretical framework for Learn to Play Therapy\nAdvanced therapeutic skills\n\n  \nDay 2 \n\nLearn To Play Therapy for children within the Autistic Community\nLearn To Play Therapy with children who have experienced trauma\nLearn To Play- Parent/Child Dyads\n\n  \nDay 3 \n\nGroup Learn To Play therapy\nGoal setting\nWhat activity do I use now?\nCase Study Application\n\n  \n**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. \n  \nPRESENTER’S PROFILE – DR SIOBHAN CASEY \nDr. 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. \n  \nPRESENTER’S PROFILE – BRIDGET SARAH \nBridget 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. \nBridget 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. URL:https://www.learntoplayevents.com/event/learn-to-play-therapy-part-2-refining-and-applying-skills-3-day-online-workshop-wed-18-thurs-19-fri-20-sep-2024/ LOCATION:Online workshop run via Zoom ORGANIZER;CN="Learn%20to%20Play":MAILTO:learntoplayevents@gmail.com END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20241017T093000 DTEND;TZID=Australia/Melbourne:20241018T163000 DTSTAMP:20240329T072238 CREATED:20231121T033636Z LAST-MODIFIED:20240307T030404Z UID:19137-1729157400-1729269000@www.learntoplayevents.com SUMMARY:Learn To Play Therapy – Part 1: Foundation (2 Day FACE-TO-FACE Workshop) Thurs 17 - Fri 18 October 2024 DESCRIPTION:Learn To Play Therapy – Part 1: Foundation \n2 Day FACE-TO-FACE Workshop at Rendezvous Hotel\, Melbourne*** \nThurs 17 – Fri 18 October 2024 \n9:30am – 4:30pm each day \nPresented by Dr Siobhan Casey and Bridget Sarah \n  \n*Start and end times are in Australian Eastern Daylight Time (AEDT) Sydney\, Melbourne\, Hobart\, Canberra\, UTC+11:00 \n  \nABOUT \nLearn 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.** \n  \nThe Pretend Play Enjoyment Developmental Checklist (PPE-DC) STARTER PACKAGE is included in the cost of the workshop\, and will provided to registrants at 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. \n  \nThe Face-to-Face training has 3 components: \n1. 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. \n2. 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. \n3. Two Day face-to-face workshop – followed by a Quiz to support completion of the workshop. \n  \nDay 1 \n\nUnderstanding the development of pretend play.\nObserving and supporting emotional engagement in play.\nAssessment of pretend play using the Pretend Play Enjoyment Developmental Checklist\n\n  \nDay 2: \n\nIdentifying children who would benefit from Learn To Play Therapy\nThe process and principles of Learn To Play Therapy\nHow to build play ability in children who find playing difficult\n11 key play skills\n\n  \nDay 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. \n  \nDay 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. \n  \nThe 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 small group work. 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. \n  \n**The Learn To Play book: 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. It will be available for purchase at the face-to-face workshop. \n  \n***The Rendezvous Hotel is offering our workshop attendees discounted accommodation. The discount code will be emailed to attendees upon registration. \n  \nPRESENTER’S PROFILE – DR SIOBHAN CASEY \nDr. 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. \n  \nPRESENTER’S PROFILE – BRIDGET SARAH \nBridget 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. \nBridget 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. \n  URL:https://www.learntoplayevents.com/event/learn-to-play-therapy-part-1-foundation-2-day-face-to-face-workshop-thurs-17-fri-18-october-2024/ LOCATION:Rendezvous Hotel Melbourne\, 328 Flinders Street\, Melbourne\, VIC\, 3000\, Australia END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20241017T093000 DTEND;TZID=Australia/Melbourne:20241122T163000 DTSTAMP:20240329T072238 CREATED:20231121T035027Z LAST-MODIFIED:20240301T011512Z UID:19207-1729157400-1732293000@www.learntoplayevents.com SUMMARY:Learn To Play Therapy – Part 1 + Part 2 (FACE-TO-FACE Workshops 2024) 10% Discount Package DESCRIPTION:By purchasing the Learn To Play Therapy – Part 1 + Part 2 (FACE-TO-FACE Workshops 2024) 10% Discount Package\, you receive discounted registration for the following workshops\, taking place at Rendezvous Hotel\, Melbourne: \n  \nLearn To Play Therapy – Part 1 \nLearn To Play Therapy – Part 1: Foundation (2 Day FACE-TO-FACE Workshop) Thurs 17 – Fri 18 October 2024 \n  \nAND \n  \nLearn To Play Therapy – Part 2 \nLearn To Play Therapy – Part 2: Refining and Applying Skills (3 Day FACE-TO-FACE Workshop) Wed 20\, Thurs 21\, Fri 22 Nov 2024 URL:https://www.learntoplayevents.com/event/learn-to-play-therapy-part-1-part-2-face-to-face-workshops-2024-10-discount-package/ LOCATION:Rendezvous Hotel Melbourne\, 328 Flinders Street\, Melbourne\, VIC\, 3000\, Australia END:VEVENT BEGIN:VEVENT DTSTART;TZID=Australia/Melbourne:20241120T093000 DTEND;TZID=Australia/Melbourne:20241122T163000 DTSTAMP:20240329T072238 CREATED:20231121T033759Z LAST-MODIFIED:20240313T030358Z UID:19147-1732095000-1732293000@www.learntoplayevents.com SUMMARY:Learn To Play Therapy – Part 2: Refining and Applying Skills (3 Day FACE-TO-FACE Workshop) Wed 20\, Thurs 21\, Fri 22 Nov 2024 DESCRIPTION:Learn To Play Therapy – Part 2: Refining and Applying Skills \n3 Day FACE-TO-FACE Workshop at Rendezvous Hotel\, Melbourne*** \nWednesday 20\, Thursday 21\, Friday 22 November \n 9:30am – 4:30pm each day \nPresented by Dr Siobhan Casey and Dr Chloe Wadley \n  \n*Start and end times are in Australian Eastern Daylight Time (AEDT) Sydney\, Melbourne\, Hobart\, Canberra\, UTC+11:00 \n  \nABOUT \nThis workshop is suitable for those who have completed Learn To Play Therapy – Part 1: Foundation (2 Day Workshop). \n  \nThis 3 day workshop builds on Learn to Play Therapy – Part 1: Foundation (2 Day Workshop) training as it is assumed that participants understand and have knowledge of the increasing complexity of pretend play ability. Participants will also know how to carry out formalised play assessments using the Pretend Play Developmental Checklist (PPE-DC) and/or may have also been trained in the Child Initiated Pretend Play Assessment-2 (ChIPPA2) with children. \n  \nLearn To Play Therapy aims to facilitate the ability of a child to spontaneously self-initiate pretend play.** The therapeutic skills required to facilitate this ability in children\, who find it difficult to play\, are explored more deeply in this 3 day ONLINE workshop. \n  \nThe clinical framework and theoretical underpinnings of Learn To Play Therapy are explored more deeply to provide participants with a deeper understanding of the underlying processes and principles. The importance of creating safety for the child in therapy is explored with a strong emphasis on reflecting on therapeutic presence. Understanding of advanced therapeutic skills is considered with video analysis and break out rooms to support the exploration of the therapeutic skills of tracking\, empathic reflections\, holding\, limit setting\, and congruence. \n  \nDay 2 will also include information/discussion on working with children within the Autistic Community and exploring how Learn To Play can provide support. Learn To Play Therapy within practice\, including working with parent/child dyads will be explored. Day 2 also includes exploring the role of Learn To Play and scope of practice in working with children who have experienced trauma. \n  \nDay 3 explores the delivery and application of Group Learn To Play Therapy. Goal setting forms a large part of application on Day 3\, followed by exploring play activities and case study planning in the afternoon. The workshop focusses on advanced therapeutic application of Learn To Play Therapy and supports practical problem solving and discussion on how to facilitate developing play ability in children who find play difficult or present with less complex strengths in their play and interactions.. \n  \nThe face-to-face presentations are complemented by pre-workshop activities and open discussion sessions to further explore play materials for therapy sessions\, and engagement of children in play. 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. \n  \nPre-Workshop Activities: \n2 pre-recorded PowerPoint presentations are provided\, plus further reading and videos. These pre-recorded PowerPoint presentations provide information relevant to the first and second morning sessions. Also available are 3 more pre-workshop recordings based on therapists’ interests or professional backgrounds. \n  \nWorkshop content: \nDay 1 \n\nExploring the complexity of play\nTherapeutic presence\nTheoretical framework for Learn To Play Therapy\nAdvanced therapeutic skills\n\nDay 2 \n\nLearn To Play Therapy for children within the Autistic Community\nLearn To Play Therapy with children who have experienced trauma\nLearn To Play- Parent/Child Dyads\n\nDay 3 \n\nGroup Learn To Play Therapy\nGoal setting\nWhat activity do I use now?\nCase Study Application\n\n  \n**The Learn to Play book: 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. It will be available for purchase at the face-to-face workshop. \n  \n***The Rendezvous Hotel is offering our workshop attendees discounted accommodation. The discount code will be emailed to attendees upon registration. \n  \nPRESENTER’S PROFILE – DR SIOBHAN CASEY \nDr. 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. \n  \nPRESENTER’S PROFILE – DR CHLOE WADLEY \nDr 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. URL:https://www.learntoplayevents.com/event/learn-to-play-therapy-part-2-refining-and-applying-skills-3-day-face-to-face-workshop-wed-20-thurs-21-fri-22-nov-2024/ LOCATION:Rendezvous Hotel Melbourne\, 328 Flinders Street\, Melbourne\, VIC\, 3000\, Australia END:VEVENT END:VCALENDAR