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Learn to play therapy for children: why, who, and how.

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Karen Stagnitti

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This SOLD OUT 2 day online workshop explains how to understand the pretend play of children and how to build the capacity of a child to self-initiate their own play.

There will be 4 hours of pre-workshop viewing and preparation required for this workshop.

On the first day, the workshop includes explanations of why pretend play is important for children. The links between pretend play, storytelling, social competence, and self-regulation are covered in more depth. The neurobiology of play is integrated into the workshop to explain the power of play. The skills involved in pretend play are covered, including the development of play scripts, sequences of play actions, object substitution, doll/teddy play, role play and social interaction during play. These skills are further explored using the Pretend Play Enjoyment Developmental Checklist to understand and discuss case studies of children who find pretend play bewildering.

The second day is explaining Learn to Play Therapy. This day covers the theory of Learn to Play Therapy, how to engage children in play, how to plan and structure a Learn to Play Therapy session and which children benefit from Learn to Play Therapy. Also covered in this second day will be a discussion on applying the principles and process of Learn to Play Therapy with children who experience hospitalisations and surgeries and children with vision impairment.

The workshop is supported by case studies, videos, discussion and small group work, as well as direct presentations.

This event addresses the following Standards from the Australian Professional Standards for Teachers: 1.1.2, 1.2.2, 1.3.2, 1.4.2, 1.5.2, 1.6.2, 2.6.2, 3.2.2, 3.3.2, 3.4.2, 3.6.2, 4.1.2, 4.4.2, 4.5.2, 5.1.2, 5.2.2, 5.3.2, 5.4.2, 6.2.2, 6.2.6, 6.3.2, 6.4.2, 7.4.2. It fits within the Priority Area of Children/ Student with Disabilities. This event is research and evidence based.



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