Download - The PEEP program
The PEEP program
About PEEP Guidelines & principles Program structure Program content PEEP training (essential) Core activities Flexible delivery Positive evidenced outcomes
Dr Rosemary Roberts OBE MA PhD
Overarching criteria for quality early childhood
services Explicit aims Flexible delivery Universal, voluntary, free access Collaborative community program Reflective learning organisation Good project communication High quality resources Systematic monitoring & information management Effective, efficient, value for money.
What is special to PEEP?
Supports learning at home, from birth
Works with parents, about and with their children
Five-year program, theoretical underpinning
Links language and music Quality training: working
with parents Universal & targeted
design Evidenced-based Accreditation policy
(practitioners and parents)
PEEP principles 1: relationships with
parents/carers
Values parents/carers knowledge & experience of their children as a starting point for offering ideas & information
Works with parents as equal partners (PEEP is done ‘with’ parents, not ‘to’ them)
Has a non-judgmental approach to families Values diversity, welcoming people from all
backgrounds & cultures Creates opportunities for parents to share
experiences & ideas in a safe & supportive environment
PEEP principles 2: learning together with
children
Parents/carers are a child’s first and most important educators
Self-esteem is central for learning Learning works best when the world is understood
from the child’s point of view Children learn through play & interaction Singing, stories & books are crucial in children’s
learning, beginning at birth Relationships are at the heart of learning Parents/carers can learn together with their children PEEP has high expectations of what children & adults
can achieve together
PEEP program structure
The ORIM learning framework (Hannon 1995) is a practical way for parents/carers to develop relationships with their children and to encourage learning through:
Opportunities for learning Recognition & valuing their children’s efforts &
achievements Interaction with their children to talk about what
they do and how they feel about it Modelling behaviour, attitudes & activities
PEEP program content
Currently, five developmental areas: self concept & learning dispositions (e.g. perseverance & curiosity), oral language, reading, writing, numeracy
Core activities: talking time (about children’s development), singing songs, rhymes, sharing books & stories, activities, playing together
PEEP resources to support learning together at home (updating for 2013)
DVDs & sessions plans for practitioners
Flexible delivery
Open access activities (health clinics, drop-in groups) Home visits (universal home visiting, baby visits) Home programs (general or specialised program) PEEP groups (standard PEEP groups, specialised
targeted groups) Working with professionals (building a professional
workforce) Working with the sector (contributing to policy &
practice through development, delivery & dissemination)
Positive evidenced outcomes
Birth to School Study (6 yrs, 2005) reported enhanced parent-child interaction & quality of care-giving environment; skills related to future literacy development; higher self-esteem
Foundation PEEP Study (2003) reported greater progress in language comprehension, understanding about books & print, self-esteem
Enabling Parents Study (2004) reported participants’ improved socio-economic status; greater awareness of their children’s literacy development & ways to foster it
Room to Play Evaluation (2007) reported involvement of diverse groups of people, including otherwise isolated families
UK delivery of PEEP Local Authority-wide delivery (e.g. Edinburgh, Derby, 50+
groups in each) Also in Lincolnshire, Hampshire, Midlothian, West Lothian,
Aberdeen, Staffs, Leicestershire, Bristol In Children’s Centres etc., working with health, education and
social care ‘Progressive universalism’: universal, but special effort to
recruiting vulnerable families ‘Water PEEP’, ‘Cooking PEEP’, ‘Healthy Eating PEEP’,
‘Chatterbox PEEP’ (2yr-olds with speech and language delay), ‘Outdoor PEEP’, ‘Sensory PEEP’ (physical disabilities), ‘Antenatal PEEP’ (incl. with substance-misusing parents-to-be), ‘Early Explorers’ (in well-baby health clinics)
GROWING CAPACITY AND CONNECTING: INTEGRATION AT ALL THE LEVELS
Evolution not revolution: ‘grow on’ to existing quality services, eg MCH, Family Support
Integration the key: strengthening connections across the services, and at all levels