Play therapy is a developmentally appropriate way for children to express their feelings, work through challenges, and build new skills using play — their natural language. Through play, children can explore emotions, practice problem-solving, and strengthen their confidence in a safe, supportive environment.

Play therapy can support children experiencing big emotions, difficulties with behaviour, anxiety, social challenges, developmental differences, or life changes such as starting school, separation, or illness. If your child is struggling to express themselves, play therapy may provide them with the tools to cope and grow.

In most cases, sessions are child-led and take place between the child and therapist. However, parents and caregivers are an important part of the process. We may meet with you to share updates, provide strategies for home, and occasionally include you in sessions — especially when using family (filial) therapy approaches.

Play & Grow Therapy and Early Intervention is run by Stacey, a Bachelor trained Early Childhood and Primary Teacher holding NSW proficient accreditation. She has over a decade of experience supporting young children and families in early learning and primary education settings.

Stacey holds a Bachelor of Teaching (Early Childhood) and has completed postgraduate training in Child-Centred Play Therapy. Her approach blends early childhood education principles with therapeutic play techniques to support children’s emotional regulation, communication, and participation in daily routines.

Services are provided within a play-based early childhood intervention framework, focusing on building functional, social, and emotional skills that enhance daily living and independence.

Play & Grow sessions can be accessed by self-managed and plan-managed NDIS participants under Capacity Building – Improved Daily Living or Early Childhood Supports (for children under 9 years).

The Pre-K Enrichment Program is a small-group, play-based learning experience for children aged 3–5 who are preparing to start school.
Each session focuses on building confidence, independence, communication, and social-emotional skills through meaningful, hands-on play.
Children learn in a warm, supportive environment that blends the best of early childhood education and developmental support.

While traditional school readiness programs often focus on academics, our Pre-K Enrichment approach focuses on the foundations that help children feel ready to learn.
We develop skills such as:

• Emotional regulation and resilience;

• Following group routines and transitions;

• Listening, turn-taking, and problem-solving;

• Confidence, self-help skills, and flexible thinking.

Through guided play, stories, and cooperative games, children strengthen the skills that make the transition to school smoother and more joyful.

This program is ideal for children who:

• Are starting school the following year;

• Would benefit from extra time to practise social, emotional, or communication skills;

• Need a gentle bridge between preschool and school routines;

• Learn best through play and hands-on experiences.

Sessions run during school terms and children are encouraged to attend weekly sessions for atleast a term. Children may attend a sessions weekly for 4 terms prior to the year starting school.

Enrichment Program Sessions are $58 per 1.5 hours.

For Early Intervention CCPT Sessions, contact us for the fee schedule. These costs will depend on if you are using NDIS Plan or self Managed Funds. For families who do not have access to NDIS, I will discuss a discounted fee.

Yes, many families use NDIS funding to access play therapy and early intervention services. If your child’s plan includes goals around emotional regulation, communication, social skills, or daily living, play therapy can often be claimed under early intervention or capacity building supports.

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Play & Grow Therapy is not eligible for Medicare or private health rebates, as sessions are provided within an early childhood intervention and play-based capacity-building framework, not clinical psychology or speech pathology.