Multi Award Winning CPD Accredited Provider
Multi Award Winning CPD Accredited Provider
Australian-developed. Professionally grounded. Globally reaching.
Progressive Play® is an Australian professional education and training organisation working across health, mental health, allied health, disability, education and early childhood.
Our work spans specialist facilitator education in LEGO® Based Therapy and LEGO® Serious Play®, alongside the development of our own Australian early-years program, Kinder Brick®, designed for children aged 2.5–6 years and aligned with Belonging, Being & Becoming: The Early Years Learning Framework for Australia V2.0 (EYLF V2.0).
Since releasing our first professional training programs in early 2021, Progressive Play® has grown into an international facilitator community spanning 21+ countries and territories, with more than 5,700 professionals trained by 2026.
Today, Progressive Play® is a multi-award-winning Australian training provider with national and international recognition across professional education, mental health, health and disability, innovation, social impact and business excellence.
But what defines Progressive Play® isn’t simply how many people we have trained or how many awards we have received.
It is how we approach professional education and program development.
We believe professional learning should have depth. It should be contemporary, practical, evidence-informed and professionally responsible. It should help professionals understand not simply what to do, but why they are doing it, when it is appropriate, and how to apply their learning responsibly within their own professional context.
Professional education with standards you can see.
We believe professionals should be able to look beyond marketing claims and understand what actually sits behind the training they choose.
At Progressive Play®, that means:
Australian-developed and delivered professional education.
Specialist training across both LEGO® Based Therapy and LEGO® Serious Play®, alongside our Progressive Play®-developed Kinder Brick® early-years program.
More than 5,700 professionals trained across 21+ countries and territories by 2026.
Master Trainer-led professional education backed by CPD Accredited and nationally recognised Training and Assessment qualifications.
Substantial professional learning designed for depth and practical application.
Evidence-informed, neuro-affirming and trauma-informed approaches.
Psychological safety, safeguarding, child protection and ethical practice considered within professional learning.
Professional scope, responsibilities and context recognised as part of responsible application.
Training that is regularly reviewed and continues to evolve.
Programs and resources strengthened through professional collaboration, consultation and feedback.
Practical resources designed to support implementation beyond the course itself.
Australian professional and educational context embedded where relevant.
Responsive, human support from a team genuinely invested in our learners.
And importantly, we believe professionals deserve more than instructions and a certificate.
They deserve to understand what they are doing and why.
Learning a methodology is one thing.
Understanding why, when and how to apply it responsibly within your professional role is another.
Qualifications matter. Scope of practice matters. Professional responsibilities matter. So do the needs, rights, safety and individuality of the people being supported.
Progressive Play® is Australian-developed and delivered. We understand that Australian professionals work within Australian health, mental health, disability, education, regulatory and professional environments.
Our international learners work within their own professional and regulatory environments, and we encourage every facilitator to understand the requirements applicable to their role and jurisdiction.
We don’t believe professional education should simply teach a sequence of steps and send someone away with a certificate.
Professionals should understand why an approach is being used, what it is intended to achieve, where its limitations sit and whether its application is appropriate within their professional role.
The methodology may be international. Professional practice is local.
A certificate should represent meaningful professional learning.
Progressive Play® training moves beyond simply introducing the mechanics of a methodology. Our professional education brings together underpinning principles, evidence, practical application, professional considerations and usable resources designed to support implementation beyond the course itself.
We also recognise that different professional environments require different applications.
Our LEGO® Serious Play® facilitator education therefore includes dedicated pathways for Therapeutic Applications in Mental Health and Engaging Education, allowing learning to be placed within the professional environments in which facilitators intend to use it.
Our LEGO® Based Therapy Facilitator Certification similarly extends beyond facilitator roles and session structure to consider contemporary practice, appropriate application and the wider professional environment in which LEGO® Based Therapy is delivered, including connections with the National Respectful Relationships Education Framework and the Australian Curriculum.
Kinder Brick® extends this approach into the early years, providing a developmentally appropriate framework for children aged 2.5 - 6 years that aligns with the Early Years Learning Framework (EYLF) and supports purposeful, play-based learning within early childhood education and care settings.
We want our learners to finish understanding more than how.
We want them to understand why.
Knowing how to facilitate a methodology is not enough.
The safety, wellbeing, rights, dignity and individual needs of the people being supported must remain central to professional practice.
Our professional education considers principles including psychological safety, trauma-informed practice, neuro-affirming practice, child-safe practice and safeguarding, consent and assent, professional boundaries, inclusion, autonomy, accessibility, risk awareness and ethical decision-making.
When working with children and young people, professionals must also understand their responsibilities in relation to child protection and safeguarding, including the legislation, reporting obligations, organisational policies and professional requirements applicable within their own jurisdiction and workplace.
Participation should never depend upon pressure to disclose, perform, conform or share more than someone is comfortable sharing.
Within LEGO® Serious Play®, the builder owns the meaning of their model. The facilitator does not impose their own interpretation upon another person’s build.
Within contemporary LEGO® Based Therapy and Kinder Brick® practice, children's individual ways of communicating, interacting and participating should be respected. Practice should be developmentally appropriate, child centred and responsive, recognising individual strengths, needs, interests and characteristics. Neither approach should be used to force compliance or pressure a child to participate beyond their comfort or readiness.
Safety isn’t an optional extra to professional practice. It is part of professional practice
Research matters.
But evidence-informed practice involves more than attaching research to a methodology and describing it as evidence based.
Professionals need to consider the quality and limitations of available evidence, the individual in front of them, professional judgement, context, goals and scope of practice. These principles are reflected in what we teach and in the approach to professional practice that underpins our training.
Our approach to LEGO® Based Therapy and Kinder Brick® is strengths-based, child-led and neuro-affirming.
Within LEGO® Serious Play Therapeutic Applications in Mental Health, our approach is person-centred, strengths-based and responsive to the individual, while Engaging Education places the learner at the centre of meaningful inclusive and participatory learning.
Across our professional education, we recognise that every person, setting and professional context is different. We encourage practice that reflects individual strengths, needs and experiences, while supporting choice, autonomy accessibility and meaningful participation.
Professional knowledge does not stand still.
Neither should professional education.
Progressive Play® courses are not created once and left unchanged.
Our training and resources are regularly reviewed as research develops, professional environments change, learner needs emerge and new resources are developed.
We undertake ongoing market review and consider developments within the fields in which our facilitators work.
Updates aren’t implemented simply because something is new or fashionable. Proposed changes are considered carefully, reviewed and informed by relevant evidence, professional practice and feedback.
This means learners may occasionally notice new or updated content appearing during an active enrolment period.
Our commitment is to keep learning, reviewing and improving.
Progressive Play® programs are not developed in isolation.
Our professional education is led internally while development and review can also involve collaboration with professionals, contributors and organisations with relevant expertise.
We seek feedback before implementing updates and listen to the professionals undertaking our training.
Those working directly across health, mental health, allied health, disability and education provide valuable insight into emerging needs, practical challenges and opportunities to strengthen our resources and professional education.
Good professional education benefits from different perspectives.
We listen. We collaborate. We review. We improve.
We don’t believe our relationship with learners necessarily ends when a certificate is issued.
As Progressive Play® training evolves, we continue to develop new tools, resources and supporting materials.
Where appropriate, selected new and updated resources are made available to eligible past learners without requiring an ongoing annual membership simply to remain connected to relevant training updates.
Previous learners who become aware of an eligible updated resource they have not received are welcome to contact us.
We also encourage facilitators to continue their own professional development and periodically revisit their learning as research, knowledge and professional practice continue to evolve.
Certification is a milestone. It shouldn’t be the end of learning.
Professional learning shouldn’t feel anonymous.
When you train with Progressive Play®, there are real people behind the training and support available when you need help.
We are known for being approachable, responsive and genuinely invested in the experience of our learners.
Whether you have a question about your course, need clarification while working through the content, are unsure which training pathway is right for you, or need assistance after completing your training, we encourage you to reach out.
We don’t want learners sitting with a question simply because they can’t find someone to ask.
Our team aims to respond promptly to enquiries and provide clear, practical support wherever we can.
And support is about more than answering emails.
We listen to what our learners tell us. Questions, feedback and experiences from our facilitator community can also help us identify where additional guidance, resources or future course updates may be valuable.
Professional education may be online. Support should still feel personal.
Progressive Play® is proudly Australian, with a facilitator community extending across 21+ countries and territories.
Our professional education and programs span health, mental health, allied health, disability, education and early childhood, including LEGO® Based Therapy, LEGO® Serious Play® and our Australian-developed Kinder Brick® early-years program.
Being Australian-developed means more to us than simply where our organisation is located.
It means recognising the professional standards, regulatory requirements, practice frameworks, safeguarding responsibilities and educational environments in which Australian professionals actually work.
For Australian educators, teachers and early-childhood professionals, our growing suite of training and resources incorporates, where relevant, Australian educational frameworks and professional standards, including the Australian Curriculum Version 9.0 (V9.0), Belonging, Being & Becoming: The Early Years Learning Framework for Australia V2.0 (EYLF V2.0), and the Australian Professional Standards for Teachers (APST).
Our Australian-developed Kinder Brick® program has been created specifically for children aged 2.5–6 years, with EYLF V2.0 alignment incorporated within its early-years educational framework.
Across our education-focused professional learning, we recognise that curriculum alignment is only one part of good educational practice. Child safety, inclusion, accessibility, neuro-affirming practice, psychological safety, professional responsibilities and the individual needs of learners also matter.
Across health and mental health, our professional education is developed with contemporary Australian practice environments in mind.
Where relevant to the professional and service setting, this includes consideration of person-centred and recovery-oriented practice, trauma-informed care, psychological safety, cultural responsiveness, safeguarding, professional governance, scope of practice, risk management, ethical responsibilities and safe, high-quality care.
Relevant Australian frameworks and standards include the National Standards for Mental Health Services 2010 and, for applicable community-managed mental health services, the National Safety and Quality Mental Health Standards for Community Managed Organisations (2022).
These national mental-health standards address areas including rights and responsibilities, safety, consumer and carer participation, diversity responsiveness, governance and delivery of care. Contemporary community-managed mental-health standards also explicitly emphasise person-centred, recovery-oriented, safe and high-quality practice and partnership with consumers, families and carers.
Other national safety and quality standards may apply depending on the health service and professional environment in which a facilitator works.
Within the Australian disability environment, we recognise the professional and service responsibilities reflected in the NDIS Code of Conduct, NDIS Practice Standards and Quality Indicators, and NDIS Workforce Capability Framework, where applicable.
The NDIS Code of Conduct establishes expectations relating to individual rights, privacy, safe and competent practice, integrity and acting on concerns that may affect the quality and safety of supports and services.
The NDIS Workforce Capability Framework translates the Code and Practice Standards into observable behaviours and capabilities for the NDIS workforce.
The NDIS Practice Standards and Quality Indicators establish quality requirements for registered NDIS providers and are applied according to the supports and services a provider delivers.
These frameworks reinforce principles that matter to contemporary disability practice, including participant rights, choice and control, self-determination, person-centred support, safeguarding, safe and competent practice and quality service delivery.
There is no single framework, standard or regulatory requirement that applies identically to every Progressive Play® learner.
A teacher, early-childhood educator, registered nurse, psychologist, occupational therapist, social worker, counsellor, speech pathologist or disability professional may each work within different legislation, registration requirements, professional standards, codes of ethics, organisational policies and scopes of practice.
Our role is not to replace those professional obligations.
It is to ensure our professional education recognises that they exist and encourages facilitators to understand how the methodology or program they are learning sits appropriately within their own qualifications, professional responsibilities, scope of practice and practice environment.
Our international facilitators are encouraged to apply the same principle by considering the legislation, professional standards, regulatory requirements, safeguarding responsibilities and practice frameworks applicable within their own country, profession and workplace.
Australian-developed. Internationally accessed. Professionally grounded.
Progressive Play® is a commercial organisation, but our impact isn’t measured solely by enrolments.
Giving back is part of how we work.
We provide the Rise Up Recovery Program free of charge, giving people wishing to engage in addiction recovery access to a facilitated program incorporating the LEGO® Serious Play® method.
Progressive Play® has also supported community organisations, disability-focused initiatives and other community programs through sponsorships, donations and no-cost programming.
As the organisation grows, we want our capacity to contribute beyond professional training to grow with it.
The work of Progressive Play® has also received substantial independent recognition, with awards and honours across professional achievement, autism, mental health advocacy, health and disability, innovation, social impact and business excellence, together with national and international recognition.
By 2026, more than 5,700 professionals across 21+ countries and territories had undertaken Progressive Play® training.
Those numbers matter.
But the impact extends much further than the number of certificates issued.
Every professional takes their learning back into a school, clinic, health service, community organisation, private practice or other professional environment.
Professional education can create impact far beyond the person completing the course.
Professional education should give people more than instructions.
It should encourage curiosity.
It should respect evidence.
It should recognise professional responsibility.
It should prioritise safety.
It should evolve.
It should remain connected to the professionals undertaking it. It should help people understand not only what they are doing, but why.
Learn deeply
Understand why
Apply responsibly
Keep improving
&
Use what you learn to create meaningful impact beyond the training itself.
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