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.
This 2 day ONLINE workshop would be valuable to therapists, social workers, psychologists and early intervention workers who work with families with children under 8 years of age who have concerns about their child’s abilities. The Pretend Play Enjoyment Developmental Checklist (PPE-DC) STARTER PACKAGE is included in the cost of this workshop and will be posted out to registrants prior to the workshop.
By purchasing the Learn To Play Therapy – Part 1 + Part 2 (ONLINE Workshops 2024) 10% Discount Package, you receive discounted registration for the Learn To Play Therapy – Part 1: Foundation (2 Day ONLINE Workshop) AND Learn To Play Therapy – Part 2: Refining and Applying Skills (3 Day ONLINE Workshop)
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:
Learn To Play Therapy – Part 1: Foundation (2 Day ONLINE Workshop)
Learn To Play Therapy – Part 2: Refining and Applying Skills (3 Day ONLINE Workshop)
Parent Learn To Play: Train the Trainer (1 Day ONLINE Workshop)
By purchasing the Learn To Play Therapy – Part 1 + Part 2 + Play in Schools (ONLINE Workshops 2024) 10% Discount Package, you receive discounted registration for the following workshops:
Learn To Play Therapy – Part 1: Foundation (2 Day ONLINE Workshop)
Learn To Play Therapy – Part 2: Refining and Applying Skills (3 Day ONLINE Workshop)
Play in Schools for Teachers and Therapists (1 Day ONLINE Workshop)
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.
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 3 hour workshop reviews the research on children’s screen use, recommendations for use, and its benefits and challenges for neurodiverse and neurotypical children. The workshop considers the implications for use of screens and how use of screens interacts with children’s physical and pretend play. How does screen use hinder or help physical play or spontaneous pretend play? Do children embed screen use in their play? What is digital play? What do we need to consider when discussing screen use and play with parents and carers for both neurodiverse and neurotypical children?
This workshop will be recorded and available for viewing at a later date if participants are unable to attend the live workshop.
The Little Bugs Foundation is hosting this Part 1: Foundation face-to-face workshop on the Gold Coast. Details and registration link is available via The Little Bugs Foundation website, here: https://events.humanitix.com/learn-to-play-part1-foundation.
This 2 hour workshop delves into the Neurodiversity Movement and considers what is neurodiversity affirming practice. This knowledge is then applied as a lens to Learn to Play Therapy. Learn to Play Therapy is a child-centred responsive therapy to support a child’s pre-pretend and pretend play abilities.
This workshop would be valuable to those who work with neurodiverse children and their families and have attended Part 1 training, or SPA Play Skills workshops, or Zi Mei pretend play workshops. This 2 hour workshop is supported by videos and short case examples. Also may be of interest to those who are curious about this area of practice.
This workshop will be recorded and available for viewing at a later date if participants are unable to attend the live workshop.
This 2 day ONLINE workshop would be valuable to therapists, social workers, psychologists and early intervention workers who work with families with children under 8 years of age who have concerns about their child’s abilities. The Pretend Play Enjoyment Developmental Checklist (PPE-DC) STARTER PACKAGE is included in the cost of this workshop and will be posted out to registrants prior to the workshop.
The Learn To Play Approach for Kindergarten Teachers training is designed to support teachers 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 suitable for those who have completed Learn to Play Therapy – Part 1: Foundation (2 Day Workshop).
This 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. The Parent Learn to Play: Facilitator Manual and Parent Handbook is included in the cost of the workshop and will be posted to registrants prior to the workshop.
This workshop is suitable for those who have completed Learn to Play Therapy – Part 1: Foundation (2 Day Workshop).
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.
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.
This 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.
We are looking for expressions of interest to run a Learn To Play Therapy – Part 1: Foundation (2 Day FACE-TO-FACE Workshop) in Port Macquarie, NSW, in July or August 2024, presented by Em. Prof Karen Stagnitti.
Please contact Jessica at learntoplayevents@gmail.com to express interest in attending this proposed workshop, with any preferred dates. Thank you
The Learn To Play Approach for Kindergarten Teachers training is designed to support teachers 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.
The Learn To Play Approach for Kindergarten Teachers training is designed to support teachers 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 FACE-TO-FACE workshop will take place at Rendezvous Hotel, Melbourne. This workshop would be valuable to therapists, social workers, psychologists and early intervention workers who work with families with children under 8 years of age who have concerns about their child’s abilities. The Pretend Play Enjoyment Developmental Checklist (PPE-DC) STARTER PACKAGE is included in the cost of this workshop and will be provided to registrants at the workshop.
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 Learn To Play Therapy – Part 1: Foundation (2 Day FACE-TO-FACE Workshop) Thurs 17 - Fri 18 October 2024 AND Learn To Play Therapy – Part 2: Refining and Applying Skills (3 Day FACE-TO-FACE Workshop) Wed 20, Thurs 21, Fri 22 Nov 2024, taking place at Rendezvous Hotel, Melbourne.
This 3 day FACE-TO-FACE workshop will take place at Rendezvous Hotel, Melbourne.
This workshop is suitable for those who have completed Learn to Play Therapy – Part 1: Foundation (2 Day Workshop).
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.
