Online training is available on the administration, scoring and interpretation of the Child-Initiated Pretend Play Assessment 2 (ChIPPA2). Register 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.
We offer a 10% discount to those registering for 2 or more workshops in 2025 (including combinations of ONLINE and FACE-TO-FACE Workshops). Please email Jessica at learntoplayevents@gmail.com for further information and registration.
Discounted registration for the Learn To Play Therapy – Part 1: Introduction to pretend play, assessment and starting therapy (2 Day ONLINE Workshop) AND Learn To Play Therapy – Part 2: Therapeutic use of self and techniques for complex children (3 Day ONLINE Workshop). Various workshop dates to choose from in 2025.
This 2 Day Online Workshop provides an introduction to Learn To Play Therapy which is a child-centred approach to working with children. The Part 1 workshop covers: understanding and recognising play ability and skills for play assessment, and how to meet the child in play and start Learn To Play Therapy with a child and their parent/carer. It would be valuable to therapists, social workers, psychologists, specialist school teachers and early intervention workers who work with families with children under 8 years who have concerns about their child’s abilities.
This one day ONLINE workshop is a very practical and hands on workshop with examples linking play abilities to the Australian curriculum. This workshop would be valuable to professionals who work in schools and are interested in play, language and literacy. The Pretend Play Checklist for Teachers (PPC-T) Manual, Pack of Assessment Scoring Forms, and the book “Learning through play in the primary school. The why and how for teachers and school leaders” are covered in the cost of the workshop and will be posted to all registrants prior to the workshop.
This 2 Day Workshop provides an introduction to Learn To Play Therapy which is a child-centred approach to working with children. The Part 1 workshop covers: understanding and recognising play ability and skills for play assessment, and how to meet the child in play and start Learn To Play Therapy with a child and their parent/carer. It would be valuable to therapists, social workers, psychologists, specialist school teachers and early intervention workers who work with families with children under 8 years who have concerns about their child’s abilities.
The Learn To Play Approach for Early Educators training is designed to support early educators in developing a deeper understanding of pretend play, how it develops, and why pretend play is important for literacy, narrative understanding, social competence, and self-regulation. The Pretend Play Checklist for Teachers (PPC-T) Manual and Pack of PPC-T Assessment Scoring Forms as well as 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, are all included and will be posted to registrants prior to the workshop.
Group registration discounts are available.
This 2-Day Online Workshop provides an introduction to Learn To Play Therapy which is a child-centred approach to working with children. The Part 1 workshop covers: understanding and recognising play ability and skills for play assessment, and how to meet the child in play and start Learn To Play Therapy with a child and their parent/carer. It would be valuable to therapists, social workers, psychologists, specialist school teachers and early intervention workers who work with families with children under 8 years who have concerns about their child’s abilities.
This Online Workshop is suitable for those who have completed Learn To Play Therapy – Part 1: Introduction to pretend play, assessment, and starting therapy (2 Day Workshop).
This 3 day Online Workshop explains and provides examples to participants on the therapeutic use of self in Learn to Play Therapy to engage children, provide a sense of safety in sessions, and co-regulate with a child. Techniques are consolidated, with further techniques introduced and applied to cases where children’s needs are more complex. Time is allowed for participants to consolidate their understanding by working through more complex case studies, video analysis and discussion.
This workshop would be valuable to therapists, social workers, psychologists, specialist school teachers and early intervention workers who work with families and their children under 8 years of age who have concerns about their child’s abilities.
The Learn To Play Approach for Early Educators training is designed to support early educators in developing a deeper understanding of pretend play, how it develops, and why pretend play is important for literacy, narrative understanding, social competence, and self-regulation. The Pretend Play Checklist for Teachers (PPC-T) Manual and Pack of PPC-T Assessment Scoring Forms as well as 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, are all included and will be posted to registrants prior to the workshop.
Group registration discounts are available.
This 2-Day Online Workshop provides an introduction to Learn To Play Therapy which is a child-centred approach to working with children. The Part 1 workshop covers: understanding and recognising play ability and skills for play assessment, and how to meet the child in play and start Learn To Play Therapy with a child and their parent/carer. It would be valuable to therapists, social workers, psychologists, specialist school teachers and early intervention workers who work with families with children under 8 years who have concerns about their child’s abilities.
The Learn To Play Approach for Early Educators training is designed to support early educators in developing a deeper understanding of pretend play, how it develops, and why pretend play is important for literacy, narrative understanding, social competence, and self-regulation. The Pretend Play Checklist for Teachers (PPC-T) Manual and Pack of PPC-T Assessment Scoring Forms as well as 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, are all included and will be posted to registrants prior to the workshop.
Group registration discounts are available.
*This workshop is proposed, pending expressions of interest. Please email learntoplayevents@gmail.com to register interest. Cost $895.
This 2-Day Workshop provides an introduction to Learn To Play Therapy which is a child-centred approach to working with children. The Part 1 workshop covers: understanding and recognising play ability and skills for play assessment, and how to meet the child in play and start Learn To Play Therapy with a child and their parent/carer. It would be valuable to therapists, social workers, psychologists, specialist school teachers and early intervention workers who work with families with children under 8 years who have concerns about their child’s abilities.
This Online Workshop is suitable for those who have completed Learn To Play Therapy – Part 1: Introduction to pretend play, assessment, and starting therapy (2 Day Workshop).
This 3 day Online Workshop explains and provides examples to participants on the therapeutic use of self in Learn to Play Therapy to engage children, provide a sense of safety in sessions, and co-regulate with a child. Techniques are consolidated, with further techniques introduced and applied to cases where children’s needs are more complex. Time is allowed for participants to consolidate their understanding by working through more complex case studies, video analysis and discussion.
This workshop would be valuable to therapists, social workers, psychologists, specialist school teachers and early intervention workers who work with families and their children under 8 years of age who have concerns about their child’s abilities.
