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archive CL (scotland)
learning strand unit - communication & language
Please select the link according to where you will be delivering this learning strand unit:
Rest of the UK
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archive - PSED (SQA)
learning strand unit - personal, social and emotional development
Please select the link according to where you will be delivering this learning strand unit:
Rest of the UK
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things to try at home
Here are a few ideas or activities to try at home or in your Peep group. They're all about having fun together, while supporting your baby or child's learning. They're mainly things that lots of people have looked at on our facebook page (https://www.facebook.com/peeplecentre/ - do join us there if you haven't already!) - so we thought we'd make it a bit easier to find them on here too!
If you're a parent or carer and would like to find out about Peep groups in your area then do contact your local children's centre or council. If you're a practitioner and you attend our Learning Together Programme training, then you'll gain access to our log-in members area with lots more ideas and info to share.
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frequently asked questions
Please contact us with any questions, and we'll share general info here.
Email: [email protected]
FAQs
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programme and website contributors
peep learning together programme
The Peep Learning Together Programme is the result of 20 years of research, practice and reflection. It has been created from the original programme written by Rosemary Roberts, Alison Street and others. The Programme is underpinned by the ORIM framework which was developed by Peter Hannon and Cathy Nutbrown at the University of Sheffield. Other contributors include (in alphabetical order):
Peeple:
- Katy Baker; practitioner and trainer, and lead author of the programme
- Carly Glover; accreditation coordinator
- Charlotte Holmes; communications manager
- Marie Mackenzie; training manager
- Louise Radford; practitioner and trainer
- Debbie Rudman; practitioner and trainer
- Sally Smith; chief executive officer
Consultants:
- Kathy Brodie; early years consultant
- Julie Cigman; early years consultant
- Franks and Franks; designers
- Debi Maskell-Graham; training consultant
Thank you also to other Peeple staff, trustees and members of our network of trainers, practitioners and managers (past and current) who have all contributed in different, but highly valuable, ways to the development of the programme, accreditation and training. These include: Nuzhat Abbas, Jo Aitkenhead, Jacqui Bain, Allison Collier, Sharon Clarke, Lisa Clissett, Sharyn Crombie, Moyna de Sélincourt, Amanda Godsell, Carol Gotheridge, Helen Griffiths, Jo Hammick, Lindsey Hart, Elina Helinius, Lisse Honeyman, Emma Hrubiak, Emma Jamieson, Alison Laing, Zoe Maré, Jill Mennie, Sue Prosser, Collette Pye, Soozin Rogers, Julia Shay, Ronnie Sinclair, Janet Sly, Paula Stallard, Christine Steer, Helen Stroudley, Catherine Thomas, Alison Wales
We are particularly grateful to all the parents, carers and children who we have worked with over the last 20 years – and from whom we have learnt so much.
website and videos
Our website shares ideas and information that all of the above folk have contributed to, which have been written and shaped in a (hopefully!) helpful way by us here at Peeple.
As well as the above we'd like to thank:
- our website designer Franks and Franks, verbal identity/writing consultant John Simmons and website developer Olamalu
- photographer David Fisher and all the Peep families who gave up their time and allowed us to use their photos, either attending a photoshoot at David's studio and/or being photographed by him at our pre-school, along with the Sutton Trust photographer and Peep families who were photographed at a Peep group. (Occasionally other photos have been used, which have been credited to Getty Images, Bigstock or Cartoonstock as applicable.)
- video producer and designers Reulo Reulo and all the wonderful families and professionals who appear in our 'What is Peep?', 'Peeple and Kenya Connect' and 'Peep in Scotland' videos.
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tracer study
This small scale Tracer Study was to find out if mothers felt that attending Peep sessions as a baby had made a difference to children and their families as they entered secondary school. Five mothers (selected at random from families that had attended at least ten sessions of Baby Peep in 2001, and who had the same contact details) were interviewed at home in 2013, using a semi-structured questionnaire. The interviews were recorded and transcribed by the researcher and coded for themes.
The interviewer asked about the mothers' experience of Peep and the effects they thought it had had on their own and their child’s development, learning and socialisation. Seven main themes emerged about how Peep had made a difference:
- parents' understanding about the importance of singing and rhyme for language and maths development
“The singing was the main thing I remember, ....songs with the alphabet and numbers, and I remember that distinctly, ‘cos the kids used to really enjoy it” - parents' understanding about the importance of books - and passing this enjoyment on to their child
“It’s made a lot of difference… they just read books nearly all the time, and I’m sure that’s because they started off when they were babies, getting an interest in books” - parents' understanding about the importance of relationships: learning and doing things together with your child can be fun
“I learned to sort of look at them in a different way at Peep, you know I tried to sort of enjoy them, and watch them play.…and it also helped me to relax a bit more with my children. I was quite stressed, and quite highly strung…” - socialisation – children interacting and making friends
“I liked teaching her to make friends with other children although she was so young. It was making her sociable from an early age” - parents supporting each other - both in terms of sharing parenting ideas and experiences (and realising that other parents were 'in the same boat'), and in 'getting out' and enjoying some adult company
“It was just nice to give me a break for an hour as well, and to help me to feel less sort of cut off and isolated …..I met other parents and you could sort of share each others’ sort of parenting skills and stuff. That was quite helpful.” - children settling well into nursery or school, as they were confident and familiar with doing activities with groups of children and adults
"She was quite quickly settled in to nursery because I think she’d already had the practice…with Peep" - on-going confidence and involvement with both their own learning and their children's - a couple of parents had gone on to do early years training and work, and all felt more confident
“I think ‘cos you’ve…been able to take her to a Peep session and been able to talk to other mums and the people who are running it, it gives you more confidence when they go into school, ...so... you will go and ask a question... whereas with the others I didn’t, so when you would go to like parents’ evening you’d just sit there and not say nothing but with her…I always ask questions…”
This study indicates that attending Peep sessions as a baby and toddler directly encourages and enables children’s early learning, facilitates their socialisation and develops parents’ active interest in their child’s learning; together these three elements make up 'school readiness'. Other comments made by the parents also suggest that:
- belonging to a Peep group, with a defined membership and programme, provided support and encouraged attendance
- a community intervention that employed the same people in the same area over several years was at an advantage in recruiting and engaging reluctant parents.
You can download the Tracer Study here.
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Privacy notice and Cookie statement
We are committed to protecting your privacy and security.
This page explains our privacy notice (sometimes known as privacy policy). It contains separate advice on each of our different charitable activities (how and why we use your personal data), with regards to Peeple Centre or Little Peeple Nursery families, customers of Peep training or our online shop, Peep-trained practitioners and learners, job applicants, anyone involved in Peeple research, etc. It also explains the use of cookies to help you remain informed and in control of your information. Internal staff policies are in our staff handbook.
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multi-agency Peep - health & community learning
pregnancy to babyhood: multi-agency work with Health (midwives and health visitors), Community learning & development workers (CLDs) and Voluntary sector workers
“The Health Literacy Project and Bump Start work with women with support needs, as identified by a midwife or health visitor. This might include having had children on the child protection register, housing issues, isolation or a history of domestic violence.
We work with women on a one-to-one basis, encouraging and accompanying them to use the following services, as appropriate:
Bump Start Pregnancy Café – which provides antenatal education, nutritional inputs and information on what’s available in the community, peer support and peer mentoring.
Bump to Buggy group - which continues to develop self-esteem and raise awareness of other community support, including looking at future options and choices.
Peep course with QS accreditation - this is an ideal step back into learning for the mums. Over several months we cover topics including brain development, stages of development and how babies learn through play. To have an opportunity to apply the knowledge they have gained through being a parent reinforces good parenting skills, and helps them gain more confidence. The mums are able to gain a qualification in a nurturing environment – many have had a negative experience of school. It is an ideal spring board into considering future educational or employment options.”
Jacqui Bain, Health Literacy Project, Community Learning and Development worker and Peep practitioner
[email protected] t 0131 554 9951 www.edinburgh.gov.uk www.joininedinburgh.org
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multi-agency peep in Galway
"We’ve delivered more than 20 Peep groups over the past four years, including some with traveller communities, and lots with families from outside of Ireland. Many of the latter commented that singing the songs and interacting with other families had supported their learning of English and helped them become more involved in the Irish way of life - but that they'd also enjoyed singing songs and sharing food from their own cultures within the sessions.
In their feedback, lots of parents mentioned gaining confidence as they played more with their child, and how play helped them see the world more from their child's point of view. The greatest life improvement mentioned by many reflected the value of the time spent as they interacted with their child. One parent started recently as a special needs assistant in an autism unit - she told us that she is singing all of the songs which she was introduced to in Peep (she first started coming to Peep sessions a few years ago with two of her children and also completed a Peep OCN parent-child portfolio) and, in her view, 'Peep was better training than any college'.
In our experience, the Peep programme promotes the value of play and parent/carer-child interactions, supporting learning and social development in line with Sìolta and Aistear Principles. We’ve worked together with a range of agencies to deliver Peep with local families: Galway City and County Childcare Committee, Parent and Toddler groups, Family Support, Home Start, Vocational Education Committee, Home School Liaisons and School Completion Projects."
Practitioners Therese Reynolds and Mary Hannify
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childcare students in lancashire
"A local secondary school head teacher asked me to deliver a Peep session within their childcare course, so that their students could gain a better understanding of how we work with parents and children together. The school had heard about some 5-week Peep sessions that I’d previously done in local daycare settings. I went along with two mums and their three 2 year old boys, and we did a 45 minute Peep session for the childcare students. I was a bit apprehensive at first, but as soon as we started to sing the Hello song the children came and joined in and stayed focused for the whole session! The school was really pleased and has asked us to go back."
Jan Christie, Peep practitioner and trainer, Hesketh Bank, nr Preston
