Play based learning Professional Development

Welcome to our Play-based Learning Professional Development

We specicalise in early childhood teacher technology professional development. The benefits of our early childhood professional development include:

Try before you Buy – No enrolment fees

Avoid paying enrolment fees any of these online PD when you become an Academy member. Trial for 7 days free to get a taste at what is inside and then pay just $5.99 Aud per month to remain a member so that you can go through the growing list of teacher technology professional development.

Involve teachers in setting their own PD agenda and training

As an Academy member, you will have instant access to over 70 + online pd for early childhood educators giving you the choice to choose what you want and when you want to do it.

Occurs in teacher work environment

All the online PD for early childhood educators are designed and developed to be implemented in the learning environment. They encompass practices and educational theories that support your own curriculum and practices.

Self-paced

There is no rush as we know early childhood teachers are busy and time short. Take your time to learn at your own pace when you can.

Variety of formats

As an Academy member, you will notice that our teacher technology professional development encompasses:

• 10+ hour online PD for early childhood educators (Certificate of Completion)
• 3+ hour online PD for early childhood teachers (preschool technology lesson plans & certificate of completion)
• Webinar recordings of Tech in EC experts.
• eBooks based on online professional development for early childhood teachers

Become an Academy member now and gain instant access to our free professional development for early childhood educators. 

No enrolment fees!

Step 1 Create an account by joining this Free Online Workshop

How to Successfully Integrate Technology in Preschool Activities

You will learn how to successfully start the process of technology integration in early childhood education by understanding and applying research-based strategies. Gain the expertise you need in order to make an impact on child learning with technology today.

This is an online PD for early childhood teachers such as preschool, kindergarten, childcare educators and early primary teachers and practitioners.

Have you ever thought about these questions? I'll answer them for you...

• What are the key theories underpinning young children learning with technology?

• What is technology in early childhood education?

• What is technology integration in early childhood education?

• What are the basic computers skills for kindergarten, preschool and other early childhood education?

• How to teach technology to kindergarten, preschool and early primary?

• How to use technology in preschool classrooms? How to use technology in the kindergarten classroom?

• Why is planning important in early childhood education? (from a technological perspective)

• How does technology affect early childhood education? What is the importance of technology in early childhood education?

• How to encourage teachers to use technology in the classroom?

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"Excellent. I really enjoyed this course" - Dora

"The course is really important to education. It narrows the importance of technology for preschoolers." - Bukola

"Thank you. This was a very informative course." - Saima

SUBSCRIBE TO GAIN ACCESS TO THIS COURSE TODAY - PLUS WEEKLY, PRACTICAL ADVICE!

Step 2 Gain instant access to our Free online early childhood professional development

Join our free online PD for early childhood educators today and receive top beneifts such as:

• Teacher downloads;
• Discount deals on our advanced online training for early childhood educators - preschool, kindergarten and early primary.
• An impact on learning throughout the early years curriculum.

Online Training for Early Childhood Educators

The following Technology in Early Childhood Education teaching resources for early childhood teachers is available for members of our ICT in Education Teacher Teacher Academy for just $5.99 Aud per month (cancel anytime).

PLUS WEBINAR REPLAYS, PROFESSIONAL DEVELOPMENT BOOKS ABOUT DIGITAL PLAY, PRESCHOOL LESSON PLANS AND IDEAS AND MUCH MORE. 

Computers in Early Childhood Education

• Price: $280

You will learn with ease how to maximise the use of computers in your early learning environment by making sound instructional decisions and employing structured learning activities in an environment that will promote equitable opportunities in key learning areas of the curriculum and foster the development of ICT capability today.

$5.99 AUD per month as an Academy member

Planning in Early Childhood Education

• Price: $280

You will learn how to effectively plan for digital play-based learning by applying sound instructional decisions in your early childhood learning environment that will ensure that digital technology is viewed as a tool to enhance and support teaching and learning. Thread the digital technologies into the early learning goals and early play experiences to improve the quality and effectiveness of learning today.

Learning Outcomes:

• Understand why planning is important in ECE
• Develop an understanding of ICT resources
• Apply early learning goals with digital resources
• Promote progression in capabilities
• Inform your planning by understanding relationships
• Plan to challenge children with digital resources
• Plan digital storytellling
• Consider appropriate uses of digital resources
• Match digital resources to intended learning.

How to Break through your Barriers to Play Based learning with ease today?

Previously I discussed the importance of learning through play and pointed out how digital technology in early childhood education can further enhance this. Despite this, play continues to be increasingly limited in early childhood classrooms (Lynch, 2015 as cited in Ta, 2021). In this session, I will explore the key barriers to play based learning in early years education and suggest recommendations based on existing research.

Conflicting beliefs

One of the main contributing factors to teachers not implementing play-based learning in early childhood education is the many different and conflicting perspectives and personal beliefs about play and how it makes an impact on early childhood pedagogy. Some teachers do think that play has a positive impact on learning, however, there are some that do not support the inclusion of play in early childhood education. This view is also held by parents as they see play as being mutually exclusive from learning.

This rejection of play-based learning pedagogy in early childhood education has been directly linked to their lack of experience with more progressive teaching methods. However, it is also due to teachers feeling judged and labeled by others who lack understanding of developmentally appropriate activities as being lazy.

A solution to this as suggested by Pyle and Bigelow (2014, as cited in Ta, 2021) is that in addition to planning play-based learning activities is for teachers to determine their role in children’s play and this will very much present challenges for you as a teacher when collaborating with others with different views and perspectives in play-based pedagogies.

Curriculum and Policy

Curriculum and policy also pose a hindrance to teachers implementing play-based pedagogies as research has indicated that there are some that feel constrained by academic expectations. Curricular emphasis on academics act as a major barrier for early childhood teachers because they feel pressured to focus on early learning activities that boost academic achievement.

Educational policies can also be conflicting, and this also can impede a teacher’s ability to implement play-based pedagogies in early childhood learning environments.

Lastly, research has highlighted issues and challenges in the assessment of play-based learning because it is “difficult to systematically track evidence in an environment that is often chaotic and uncontrolled” (Ta, 2022).

Professional Development

Ironically, the one issue or hindrance to the implementation of play-based pedagogies in early childhood education is the solution to this and the earlier challenges discussed, which is professional development. Despite this, there is a genuine need for more play based learning professional development opportunities in which educators discuss the value of play.

Play-based pedagogy is yet to be fully understood and applied by many teachers today and with the introduction of a new curriculum and the expectation to implement new pedagogical practices in early childhood education, teachers are finding it difficult to apply to play in a meaningful way because they lack the training to do so. Still, “it is imperative that teachers be given professional development opportunities where they can share their beliefs about play and conceptions of play-based pedagogy with others” (Ta, 2022).

Coincidently, this echoes that for the need for teachers’ professional development in the area of ICT competencies:

“New technologies require new teacher’s roles, new pedagogies, and new approaches to teaching. The successful integration of ICT into the classroom will depend on the ability of teachers to structure the learning environment in non-traditional ways, to merge new technology with new pedagogy, to develop socially active classrooms…”

(UNESCO, 2010, p. 83)

Digital play in the early years and technology integration in early childhood education is the same.

This online training for early childhood educators, however, is not about arming you as the teacher with research. It is, though, about delivering practical and immediately actionable advice on strategies and steps that you can implement and apply today, that are derived from research. They are researched based play-based pedagogy.

It will be throughout this course that you will be able to take a more active role in developing strategies to successfully implement play-based pedagogy in your early learning environment with digital technology in early childhood education, today.

So how will this course help you?

• You will be involved in setting the professional development agenda;
• You will be able to conduct it in your own working classrooms;
• You will be able to build on your existing knowledge about curriculum and practice;
• You will be given time and opportunities to experiment and reflect on new experiences and;
• The is course is based on relevant and specific topics or projects that YOU plan to implement in your own early learning classroom.

The lack of clarity surrounding how teachers should implement play-based pedagogies in early childhood classrooms continues to constitute as a key barrier today. This is despite play being an important dimension of early childhood education and care as it contributes to a child’s social, emotional, cognitive learning and motor development.

Digital play-based learning Professional Development in ECE

Welcome to our list of digital play based learning professional development for early childhood practitioners. You can gain instant access to ALL these courses – free as a member when you join our ICT in Education Teacher Academy.

Play based learning is an established part of early childhood education and it provides opportunities for children to explore ideas, experiment with materials and engage with other people for learning.

Digital play in early childhood education involves young children in many combinations of activities using a range of digital and non-digital resources either by themselves or in collaboration with others. They create, consume and share digital content using software and apps.

By enrolling in our digital play based learning professional development you will be able to take part in online workshops that will equip you with evidence-base and research digital pedagogy in early childhood education.

Why do you need digital pedagogy?

Throwing a computer into early childhood learning environment and just exposing young children to digital technologies doesn’t make the learning effective. In fact, research shows that it will just cause the creation of haphazard skills.

Teachers need to understand how to use digital technology effectively, understand the learning theories behind the practice and how to select the right technology for the learning outcomes they seek.

The effective employment of a digital pedagogy in early childhood education will result in an increased attainment in key learning areas along with the development of child ICT capability and digital literacy.

We will help you develop a set of pedagogical skills that will allow you to use digital technology effectively in your teaching and learning activities in the early childhood learning environment by developing a set of early childhood pedagogies that quite specific.

You will develop a digital pedagogy for early childhood learning environment that is associated with creative technologies, technology and play, literacy and numbery, and social skills.

Join our digital play based learning professional development as a stand-alone online workshop or gain instant access to all of them as member of our Academy today.

What is Play-based Learning in Early Childhood Education?

Learn more about "How to support play based learning in early childhood education with digital technology" by becoming a member of my ICT in Education - over 70 + online pd for early childhood teachers - and overcome the challenges of understanding and practicing digital play in your early childhood learning environment. Join now for just $5.99 per month.

In a world that is constantly changing, research has highlighted that pedagogy in early childhood education is one of the most important aspects in assessing children’s learning.

As an early childhood teacher, you will make judgements that will facilitate a child’s learning by making sound instructional decisions in relation to your own professional knowledge and skills, your knowledge of the children and their families, your awareness of how your own beliefs and values impact children’s learning, and incorporating your own personal styles and past experiences (EYLF).

One of the most common practices in preschool is ‘learning through play’ in which I discussed the importance of previously in another article.

When thinking about the term ‘play’ a lot of images come to mind. There are also many different ideas and definitions of play itself. According to Early Childhood Australia, play is defined as having the following attributes:

• pleasurable-play is an enjoyable and pleasurable activity. Play sometimes includes frustrations, challenges and fears; however enjoyment is a key feature
• symbolic-play is often pretend, it has a ‘what if?’ quality. The play has meaning to the player that is often not evident to the educator
• active-play requires action, either physical, verbal or mental engagement with materials, people, ideas or the environment
• voluntary-play is freely chosen. However, players can also be invited or prompted to play
• process oriented-play is a means unto itself and players may not have an end or goal in sight
• self motivating-play is considered its own reward to the player (Shipley, 2008).

Play in the Digital Age

Despite this, the tools that academics had used in the past need to change as it is becoming clear that the nature of play in the digital age is changing in terms is changing in terms of the resources that is available for young children to play with and in particular the way in which these digital resources are deployed in different types of play.

In the words of Elliot (2010, p. 69 as cited in Fleer, 2021, p. 67) “as technology has changed, play has assumed new guises, forms and contexts, but it essentially retains its fundamental role in development and learning. The roles of digital technologies….have changed the play landscape.”

The use of digital technology in early childhood education can be applied in an appropriate manner to encourage purposeful and exploratory play. Today, young children are growing up in a digital context that involves a range of purposes. Most will enter your early childhood learning environment with some experience of digital play in the early years of their lives.

Learning in the Digital Age

Digital technologies are becoming more embedded and ubiquitous in the environment around young children. Each has a profound effect on all aspects of people’s lives. There are many roles that they can play in relation to the learning and development of young children as Richards (2006) states they create a new landscape of knowledge, learning and growing up for young children.

In a knowledge economy and digital society where citizens and the workforce are embracing technologies it is essential that young children are well equipped to use digital technologies as it is likely that it will consume a large part of their working and personal life.

Learning in the 21^st century involves it being multimodal and digital technologies provides many opportunities for this to occur. Its role in facilitating this is quite significant

Play-based learning in the Digital Age

So, what is early childhood play based learning when it comes to digital technologies? Play-based learning with traditional materials “provides opportunities for children to actively and imaginatively engage with people, objects, and the environment” (www.earlychildhood.qld.gov.au) . It is a way for children to learn through play and it helps in developing young children’s physical, emotional and social, and intellectual well-being.

Early childhood pedagogies would involve the following within a digital context:

• Construct opportunities for digital play within (not as opposed to, or as well as) the early childhood learning environment/program;
• Make connections between digital play and the early childhood education curriculum visible for all involved and clearly articulate this relationship;
• Model, support, initiate and generate digital play to include the use of, for example, computers and role play programs, toy digital technologies and non-working digital technologies for socio-dramatic play;
• Actively engage in and guide the digital play - before, during and after.

(Adapted from www.earlychildhod.qld.gov.au)

Digital play-based learning mostly involves the use of touchscreen devices such as smartphones and tablet computers as the user-friendly and mobility of these devices makes them developmentally appropriate for young children. This does not mean that other digital technologies such desktop computers and laptops are not used as most digital media can inspire young children’s play narratives; support them to create new digital and non-digital images through painting, drawing, photography and video.

Play-based learning with digital technologies was covered extensively in the ‘Statement on Young Children and Digital Technologies’ (ECA).

Digital Play in Preschool

Understanding the role and place of digital technology in early childhood education and in children’s play experiences is fraught with challenge. Digital play may challenge your professional role, it may challenge the norms and traditions of your profession, it may challenge your professional knowledge of play, and it may challenge your professional view of children.

Complex and continuous professional development is your key to productive integration of digital technology into the learning process of children. It is important that you as the early childhood educator socially and culturally mediate children’s learning with digital technologies through a reciprocal and responsive relationship with young children. We support children’s learning with digital technology in preschool by enabling you through our online workshops for preschools that provide the answers that you need to understand what is play based learning in early childhood education in a digital society.

How you can find ways to support EYLF play based learning now?

In the early childhood learning environment, learning through play is one of the most important ways for young children to learn and develop.

What is play based learning in early childhood?

It’s an activity where young children can explore, imagine, and make decisions and this changes over the course of childhood from infancy to adolescence.

So how is play based learning defined in the EYLF?

Play based learning EYLF is “a context for learning through with children organise and make sense of their social worlds, as they engage actively with people, objects and representations”.

Play can be:

• Meaningful – children use it to make sense of their world.
• A happy experience – at times there might be obstacles and differences to overcome.
• Actively engaging – children interact with people, objects and ideas.
• Processes orientated – it helps children to discover and practice new and abilities.
• Rewarding through participation.

When these principles of play are combined with the power of digital technology in early childhood education, they look like this.

Play can be:

• Meaningful – children should be finding out about and identifying the uses of digital technology in their everyday lives.
• A happy experience – children may at times require teacher intervention or demonstration to help them to overcome difficulties.
• Actively engaging – digital technology has a natural tendency to bring young children together to interact, collaborate and cooperate with other people, objects and ideas.
• Processes – there are series of ICT techniques that young children need to discover and practice in order to build on their capabilities.
• Rewarding through participation.

Digital play based learning EYLF is recognised in the Statement on Young Children and Digital Technologies. “Digital play involves children in many combinations of activities using a range of digital and non-digital resources, either by themselves or in collaboration with others”.

The importance of learning through play is therefore enhanced and increased when digital technology in early childhood education is successfully added to the equation. Many of the traditional methods in which play promotes learning and development are significantly boosted and young children reach the attainment levels expected at their age.

How do children learn through digital play?

With traditional play based learning children will learn by participating in hands-on activities with digital technologies and similarly will not be thinking about what they will be going to learn through their experience. They are naturally curious, so it is all do with exploring and learning about their technological environment.

Another way in which they will learn is by what is known as vicarious learning or observational learning or modelling. This is when learning occurs when children observe, retain and are able replicate the actions of others. They will learn a great deal this way from observing adults and other children’s use of digital technology. One of the most significant sources for children to learn new routines, ICT techniques and processes is in observing their use by their early childhood educators.

Digital play in the early years can also be an immersive experience for young children as they exercise their imagination and build elaborate worlds while putting their whole physically body into the role play experience.

Fostering Digital play-based programs

To facilitate digital play based programs you can apply the same principles that would typically foster traditional play. Centres in the past that have been found to have a high-quality, play based learning approach incorporate:

• A daily schedule that included active indoor and outdoor physical play.
• Integration of music, movement and creative expression.
• Adult-centred interactions that modelled moderate to high levels of physical activity.

(The Spoke)

What can educators do now?

How can quality digital play based learning in early childhood education be achieved? As children continue to be surrounded by digital technology, as an educator,  you should be aware that they will enter your centre with various degrees of capabilities. So it is important for you to know the children and families in the centre. This way, you can plan carefully how to use digital play based activities to achieve the EYLF learning outcomes.

Planning the environment for the integration of digital technologies will ensure that it they will be viewed  as a tool to support and enhance teaching and learning and not simply as a skill to be learned.

You can also support digital play based learning by showing children how different functions operate.

Other ways include:

• Provide opportunities for children to explore and experiment with the functions of a diverse range of digital technologies alongside adult modelling and instruction in digital technology use.
• Promote play involving children in digital technology use with digital and non-digital tools and materials to build knowledge about the use of technologies for communication, collaboration and information sharing.
• Seek young children’s perspectives regarding the role and use of digital technologies in their own lives, play
• and learning.
• Model active decision-making regarding digital technology use with, by and for young children that provides a balance of digital and non-digital experiences and activities in early childhood education and care settings.

(Statement on Young Children and DT)

How can we support a child’s learning through play?

At ICTE Solutions Australia we believe that if play based learning is to be achieved in early childhood education, then it is important that you as the educator is supported in your own capabilities in digital play based approaches. It is important that you have well-developed understanding of the role and potential of digital technology in early childhood education for supporting young children's learning.

We provide over 70 online workshops for preschool teachers that support digital play based learning in early childhood education in our ICT in Education Teacher Academy.

Areas of interests for educators include:

• Planning and implementing play base learning.
• Digital storytelling
• Intentional teaching strategies in early childhood education
• Observation and assessment of play base learning.
• Using iPads in ECE
• Inquiry based technology integration
• Robotics and programmable toys
• High impact teaching strategies in ECE
• And much more...... there is simply too many to list here!

ALL FOR JUST $5.99 AUD PER MONTH!

Additionally, we have a full 10 hour course on ‘How to support play based learning in early childhood education with digital technology’ that you can join as a stand-alone course for just $460 AUD.

Or you can become a member of our Academy now and get instant access to all current and new online pd for early childhood teachers for just $5.99 AUD per month (cancel anytime).

How to support play-based learning in early childhood education with ease?

Play based learning in early childhood education is a widely accepted practice in the early learning environment today. It provides opportunities for children to actively and imaginatively engage with people, objects and the environment. As an early childhood teacher, you could construct opportunities to play within your learning environments, make connections between play and the Australian Curriculum and EYLF, for example, and actively engage in and guide the play. The role of new digital technologies in this learning environment is significant.

Early Childhood Pedagogy

Digital play in the early years amplifies the need for children to work more consciously with the rules and roles designed into apps, thus creating new possibilities for complex play (Fleer, 2014).

Through the successful integration of digital play in the early years learning environment playful explorations can be supported with new media and interactions with adults/practitioners that provide context for dynamic opportunities for teaching and learning with digital technology in early childhood education.

However, while digital technology in preschool or other early learning environments may extend play experiences it is essential that you scaffold learning so that its use is articulated and represented by the children in a variety of modes (Yelland, 2011).

Additionally, it has been proven that ‘sustained shared thinking’ may be especially valuable to young children’s early learning with digital technology in early childhood education. It has been defined as an effective pedagogic interaction and we provide key examples of this in our online training for early childhood education.

If you want to start making an impact today a study (Fleer, 2014) that focused on a number of case studies pointed the digital pedagogies that were successful. There were:

Technological intersubjectivity – do you have a shared understanding of digital technology between yourself and the young children in your care?

You need to be responsive and sensitive to what the children do with the technologies and only prompt them as needed to help build a shared understanding.

Distributed technologies – do you distribute digital technology across time and space?

For you, this means building a complex and distributed conceptual framing of interlinking activities where digital technology is embedded.

Technologically framed narratives – technologies hold together ideas and content in the form of a conceptual whole.

You use digital technology to hold together concepts and content in the form of a narrative. This way you support the collective creation of the narrative.

Prior experiences are infused in the technologies – technological activity is imbued with possibilities for connecting with and using prior experiences.

This is when you as the teacher open up possibilities for children to use digital technologies by first allowing them access to the digital devices, then moderating teacher control, and then finally choosing software designed to allow children to give them full control over the technology/software/app itself.

Virtual placeholders and digital pivots – actions and content are captured in digital form that can be used as a pivot for abstracting.

As a teacher, this means supporting children to capture everyday life through selecting appropriate apps, where imaginary situations are created, but also where apps can augment reality and give new play conditions to children.

Examples of Digital play based learning

“Learning opportunities for children are shaped by pedagogical considerations made by practitioners. These considerations include appropriate selection of resources. With the rapid evolution in technological developments, consideration of appropriate resources for use by young children is vital both in research and practice” (Arnott, 2017).

In our online pd for teachers, we introduce you to researched-based theory on key examples of technology in the preschool classroom.

As technology in early childhood education can be defined as being both digital and non-digital this would include one the best types of technology for preschool such as child-made technologies, toys that resemble real-life digital technologies that young children may be familiar with, non-working digital technologies such as laptops and keyboards, and then there is working digital technology that young children have observed the people around them use everyday.

Why join our play based learning online course?

You will learn how to support play based learning in early childhood education with digital technology that will respond to a child's capabilities and learning needs.

It will enable you to promote digital literacy in early childhood education too.

What is digital literacy in early years?

Digital literacy in early childhood education is about considering the use of digital technology in early childhood education for the early acquisition of digital skills to be part of young children’s communication development.

The position statement from Early Childhood Australia, the main governing organisation in Australia for young children in education, titled “Statement on Young Children and Digital Technologies” clearly outlines how digital literacy can be achieved in the early years through four aspects of digital play – Relationships; Health and Wellbeing; Citizenship; and Play and Pedagogy.

For young children, it means developing skills in the use of images and sound to convey information, ideas and feelings about themselves, their activities, and their environment using electronic media. They will begin to develop skills to organise and analyse information.

Throughout our online pd for early childhood teachers, you will be introduced to digital literacy activities for 3-5 year olds such as being able to use digital technologies for designing, creating, drawing, reflecting and composing in meaningful play based learning in early childhood education.

Other ways to support play based learning:

• Providing digital resources that are age appropriate and reflect children’s technology interests, knowledge, strengths, abilities and culture to stimulate and support digital play in early childhood education;
• Planning play experiences based on the assessment of children’s technological capabilities, interests, developmental needs and abilities;
• Observing children as they play to assess discrete ICT skills and capabilities and also so that you understand how they play with other children around technology and what ICT activities for preschoolers can strengthen their ICT skills in play;
• Joining in children’s digital play in early years experiences so that you can extend the child’s digital learning and to model ICT skills in addition to reasoning, appropriate language, and positive behaviours.

How to learn more today?

In times when the cost of living is increasing, our ICT in Education Teacher Academy delivers online pd for teachers in early childhood education that promote a play based learning philosophy.

As a member of the Academy, you will only monthly which allows you the luxury of cancelling anytime you want.

Currently, you will pay just under $39 AUD per month.

That is at least $39 for 30 plus online courses with a value of over $5000!

Imagine the possibility of this occurring whilst learning all you need to know about ICT in early childhood education.

If you are unsure, why not start with our free online professional development for early childhood educators

Join our online pd for early childhood teachers "How to support Play based learning in early childhood education with Digital Technology" in our Academy now!

Why pay $460 AUD for just 1 course when you can pay $5.99 AUD for over 70 online pd courses for teachers.

MEMBERSHIP IS $5.99 AUD PER MONTH (cancel anytime)

The Benefits of Play-Based Learning Professional Development

Are you looking for a way to enhance your teaching skills and engage your students in a fun and effective way? Our play-based learning professional development program may be just what you need. Learn about the benefits of play-based learning and gain new strategies to implement in your classroom.

What is play-based learning?

Play-based learning is an approach to education that emphasizes the importance of play in a child’s development. It involves creating a learning environment that is centered around play, where children are encouraged to explore, experiment, and discover through hands-on activities. Play-based learning is not only fun for children, but it also helps them develop important skills such as problem-solving, creativity, and socialization.

The Benefits of play-based learning for students

Play-based learning has numerous benefits for students. It helps them develop important skills such as problem-solving, creativity, and socialization. It also encourages them to be active learners, as they are engaged in hands-on activities that allow them to explore and experiment. Play-based learning also helps students develop a love of learning, as they are able to have fun while learning new things. Additionally, it can help students who may struggle with traditional teaching methods, as it provides a more interactive and engaging approach to learning.

How our professional development program can help you implement digital play-based learning in your classroom

Our professional development program is designed to help educators implement play-based learning in their classrooms. We provide training and resources that will help you understand the benefits of play-based learning and how to incorporate it into your teaching practice. Our program will also help you develop the skills and knowledge necessary to create engaging and effective play-based learning activities for your students. With our program, you can enhance your teaching skills and engage your students like never before!

Success stories from early childhood teachers who have implemented digital play-based learning in their classroom

Many early childhood teachers have seen great success after implementing play-based learning in their classrooms. Students are more engaged and excited about learning, and teachers have reported seeing improvements in academic performance and social-emotional development. One teacher shared that after incorporating play-based learning into her lessons, she noticed a significant increase in her students' creativity and problem-solving skills. Another teacher reported that her students were more motivated to learn and showed a greater sense of ownership over their education. These success stories demonstrate the power of play-based learning and the positive impact it can have on both students and teachers.

One teacher, Ms. Johnson, shared that she was initially hesitant to incorporate digital play-based learning into her lessons. However, after attending a professional development workshop on the topic, she decided to give it a try. She began incorporating more hands-on activities and games into her lessons and was amazed at the difference it made in her students' engagement and enthusiasm for learning. "My students were so excited to come to class and see what we were going to do next," she said. "They were more willing to take risks and try new things, and I saw a huge improvement in their problem-solving skills."