Item uses these practice principles: High expectations for every child.
Item responds to these sub-outcomes: Children interact verbally and non-verbally with others for a range of purposes, Children express ideas and make meaning using a range of media, Children begin to understand how symbols and pattern systems work.
Learn to Play can now be delivered online via 'Zoom'. The one day sessions will be delivered in 2 x 3 hour sessions over two different days to allow participants and presenter time away from the screen. Contact provider for further details.
Self-initiated play is regarded as a way for children to explore the world and learn about themselves. The assumption is that pretend play will help to improve multiple areas of child development, including language, self-regulation, social interactions and problem-solving. Two workshops are available:
1. The Learn to Play Program for Kindergarten Teachers (one day)
This workshop is designed to give educators a deeper understanding of pretend play, how it develops, and why pretend play is important for literacy, narrative understanding, social competence and self-regulation.
2. Play in Schools for Teachers and Therapists (one Day)
This workshop covers why play is relevant to learning and the classroom, how to assess and report progress in play ability, how to link play ability to language and literacy, and how to embed play in the classroom to extend children's language and literacy.
Workshops held in metro locations: $350/person (maximum of 56 participants).
Onsite workshops (for educators in rural and remote areas): $2000 for one day of training, plus travel (68c/km), accommodation (approx. $150/night) and meal allowance ($50/day). Contact the provider directly for details.
Target population: educators.
Program/practice descriptions and details: the training is a combination of knowledge translation, practical case studies, practical group activities and discussion. It is based on adult learning principles, and updated each year to include new research and practical applications.
Program adaptability: the onsite training is tailored to suit educators' needs.
Staffing: once training is complete, Learn to Play can be delivered by early childhood educators and other professionals working with children. Services should consider the cost of backfill when determining the cost of accessing this program.
Factors to consider: consider how staff might share practice knowledge with others at the service, and how improved approaches or innovative ideas could be implemented across the service
Strength of Evidence
Level 3 - Promising research evidence