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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. Overarching criteria for quality early childhood services. Explicit aims

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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
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


Accreditation policy (practitioners and parents)

What is special to PEEP?
peep principles 1 relationships with parents carers
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
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
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
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
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
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
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