Play Types Toolkit
The Play Types Toolkit training is for schools and education professionals, and others working with children in various settings.
The aim is to highlight the range of types of play children experience, their vital contribution to learning and development, and to make integration of play into the curriculum simpler. The toolkit uses the play types from play theorist Bob Hughes.
Duration 1 – 2.5 hours, depending on audience and venue
Training Provider Overview
Play Scotland has been providing CPD training for many years and in 2014 registered PlaySTAC as our training wing of Play Scotland.
Play Scotland provides bespoke training and general training opportunities seminars and events to a wide range of degree student courses, early years practitioners and inspectors, childminders, playworkers, youth workers, the uniformed sector, school staff and teachers, local authority staff across a range of departments (health, education, architects and planning, parks and play grounds, management and design of the public realm, grounds maintenance, regeneration, environmental health, culture, leisure and sport), and many working in green infrastructure, real world learning, Forestry Commission, National Trust for Scotland, Historic Scotland and Scottish Canals.
Training opportunities are not confined to members but members’ discounts do apply.
The range of training courses offered include:
- Managing risk in play
- Play types toolkit – bringing more play into the school day
- The importance of play in learning
- Strategic Planning for Play – PDA level 8
- Planning for play; play, planning, place
However, courses can be designed to meet the needs of learners. Courses are currently offered to trainee primary school teachers, pupil support assistants, planning students, early years, after school and other childcare practitioners including childminders.
Training Provider Contact Details
PlaySTAC trainers ensure they are aware of the expectations of learners so that they can meet their training needs during the session. After training, they evaluate sessions to ensure they are meeting the needs of learners and to identify ways to improve sessions in the future. This is carried out in an anonymous way to encourage candid feedback.
Learners are asked to identify the impact of training so that we can ensure training is making a difference to practice and to the lives of children and young people. We continually strive for improvement in knowledge and practice.
There is a feedback system in place, and a formal complaints procedure if required.