The PEEP program
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Transcript of The PEEP program
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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
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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.
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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)
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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
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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
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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
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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
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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)
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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
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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)
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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