Publication Date



Learning through play, Professional learning, Intervention, Emergencies, Conflict, Literacy, Social development, Emotional development, Primary school teachers, Reform, Longitudinal studies


This is the Ukrainian version of this report. The English version is available here.

The partners express their sincere gratitude to Professor Oksana Zabolotna, President of UERA, for managing the translation of this report.


The Learning Through Play (LTP) at School Research Study Ukraine was a four-year intervention study funded by the LEGO Foundation and implemented by the Australian Council for Educational Research (ACER) and the Ukrainian Educational Research Association (UERA). The intervention was a two-year professional learning program that blended online, and face-to-face learning called the Teacher Innovative Play Program (TIPP). The TIPP was designed based on documented evidence that reports that teachers need opportunities to experiment and reflect to change practice. The study was guided by three research questions which were revised following the full-scale invasion of Ukraine by Russian armed forces on February 24, 2022. The revised questions were as follows: 1. What are the barriers and enablers that limit and/or support effective implementation of LTP in intervention school classrooms? 2. How do teachers in intervention schools implement LTP and adjust their classroom practices to promote learners’ literacy and social and emotional development? 3. How do children’s literacy and social emotional skills compare between testing time points including prior to and during the invasion of Ukraine by Russian armed forces?

Place of Publication

Camberwell, Australia


Australian Council for Educational Research



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