Green

Intergenerational Peep in a day centre or care home for older people is like a typical Peep group but with icing on top – all the usual fun and learning benefits for children, parents, carers and practitioners, but with an extra layer of local older participants. Here’s an insight from Peep practitioners in Aberdeen:

"Peep Aberdeen recognised the opportunity of coming together with the older adults in our communities and the benefits intergeneration Peep could have for the participants. We partnered up with Bon-Accord Care to create an age inclusive Peep group whereby toddlers and older adults alike can make social connections to enhance their well‑being and self-confidence.

The group has been running with great success for the past six weeks. Over this time we have explored a range of topics from our Peep Learning Together programme including Musical interactions and Balance and co-ordination. We celebrated Valentine’s Day and Burns Night with some crafts which everyone enjoyed. Most recently we practised our balance and co-ordination, walking along the balance beam and throwing beanbags into the box. Both children and adults showed fantastic support and encouragement to one another during the activities.

During each session we share lots of songs, including classic nursery rhymes our older adults remember from their own childhood.

Following our busy activities, we gather around and listen to a story, which one of our older friends enjoys reading to everyone."

'Love the group, it's great for the community' - parent

'I have had a great day, I am so happy to see the children' - older adult

'So nice to see children interacting with the older generation' - parent

'Coming together singing familiar songs is my favourite bit' - older adult

'We adore our intergenerational Peep group! It's by far our favourite group of the week. My daughter is very sociable but she has come on leaps and bounds since attending Peep. She gets to play and chat with her friends and so do us mums, it's just great. I enjoy my cup of tea with the residents after the class and it feels like I’m having a catch up with friends. We would come everyday if we could.' - parent

“Intergenerational practice is inclusive, building on the positive resources that the younger and older persons have to offer to each other and those around them.” 
Beth Johnson Foundation (a charity dedicated to making the UK age-friendly)

Peep Tips and Things To Do at Home (TDAH) handouts:  

You're welcome to share the Peep Tips  and Things to do at home (TDAH)  activity ideas online or to print them. We continue to add more to the topic toolboxes and TDAH webpage (log-in area) - as PDFs (for printing) and images (JPEGs or PNGs for sharing online).

​We often share Peep Tips or TDAHs on our Facebook, Instagram and Twitter/ X pages (all @PeepleCentre) and in the public Parents Area on the website. You're welcome to share posts or encourage parents and carers to follow us - our social media pages are for practitioners and families. You can also share Peep Tips and TDAHs directly on your own social media pages if you prefer - you're welcome to tag us, we love to see what's happening with Peep in different places!

LTP Topic Handouts:  

If you want to share a Peep LTP Topic Handout online (the 4-page A5 folded leaflets sharing the topic content with parents), please only share it with the local families you work with, e.g. via email or on a closed social media group page, Whatsapp group, or online learning journal such as Tapestry. As you know, the Programme is at the heart of our work as a charity supporting parents and carers with their children’s learning, and we really appreciate your support in protecting it in this way. It helps protect the copyright of the Peep Learning Together Programme. 

Peep songs and Peep the Parrot storybook: find out more about copyright and sharing here.

If you have any questions or suggestions for more tips or handouts, please drop us a line:  [email protected]

Strengthening children’s early development through everyday family life

A strong Home Learning Environment (HLE) is one of the most important influences on children’s early development and later outcomes. It is shaped by what happens day to day between parents and children, and by local services working together to engage, support and value families, across early years, health and family support.

At Peeple, we help local areas strengthen the home learning environment from the earliest days, through our evidence-based Peep programmes and practitioner training. This work supports local priorities around early intervention, prevention and giving children the best start in life.

This video highlights some of the ways that Peep is used across urban and rural areas of Scotland - with similar uses and adaptations happening across the UK, Ireland, Australia and beyond. 

In Peep groups, stay and plays or 1-to-1, practitioners and families talk, play, sing and share books and stories together. Even more importantly, families continue to do these things at home. These habits help enhance the quality of everyday parent-child interactions and relationships.

"The Peep course has really helped my family to bond. We play together much more often."  Peep parent

Peep sessions provide an opportunity to share ideas and information about simple ways to support young children’s learning and development. They draw on families’ and practitioners’ experience as well as the Peep programme.  Both parents and practitioners consistently report that Peep sessions have improved their knowledge and confidence in supporting children’s development.

Evidence base

Peep programmes are underpinned by a strong and growing evidence base, with independent research studies by the Universities of Oxford, Queen's Belfast and Warwick. These show that Peep:

• helps children develop strong foundations for language, literacy and self-esteem – improving outcomes for all, but with the greatest impact on the most disadvantaged
   
• successfully reaches families and engages them in their children’s learning
   
• helps parents become more aware of their children’s development and how to foster it
   
• enables practitioners from a wide range of professions to develop new skills and fresh approaches that unlock parents’ potential, rather than focusing on problems.

"Since I started Peep I talk more with my daughter about what is in the book we are looking at – not just the words. We sing loads and I am beginning to feel more confident with messy play." Peep parent

Who uses Peep programmes and why

Our programme and training are used by teams working across early years and family support services, including family hubs, education, health and social care, local authorities, and voluntary and community organisations.

Commissioners tell us they use Peep programmes because they:

• improve children’s early language and literacy, learning behaviours and emotional development
   
• strengthen the home learning environment and parental confidence, knowledge and engagement
   
• can be used flexibly to meet local needs
   
• support early intervention and prevention, reducing pressure on later services
   
• offer value for money through workforce development and integration into existing services.
   

"Peep provides a very clear structure to provide key messages and support around learning in the home to parent/carers. The programme content and resources are very comprehensive and of a high standard, and can be delivered flexibly.  The training was fun and interesting, with very engaging and experienced trainers. I feel really motivated to start delivering Peep in our locality, along with Family Hub colleagues already delivering Peep across Hull."   Catherine, Early Help Team Manager, Hull City Council Family Hub

Training, accreditation and implementation support

Our training model is flexible, allowing areas to start small, build on existing provision and adapt to local need.

>  Individual training places can be booked on regular open, online courses for each of our Programmes: Peep Antenatal, Peep Learning Together and Peep TALK.

>  Organisations or local authorities can book their own courses, delivered in their venue or online by Peeple trainers.

>  For longer term sustainability, we also offer a train the trainer model, so that local authorities can have their own Peep trainers.
 

Our extensive delivery support included in the cost of the training includes access to login Programme areas on the Peeple website containing comprehensive planning guidance and handouts, online Peep in Practice sessions, a Peep champions network, delivery support newsletters and a practitioner Facebook group. We are also happy to discuss bespoke implementation support or training for your organisation.

We offer an optional Practitioner Accreditation unit for practitioners attending Peep Learning Together Programme (LTP) training. LTP-trained practitioners can also do an extra day of training in order to offer qualification units to parents via the Peep Progression Pathway.

Find out more about using Peep Programmes and Training in your area:

>  Join a free Information session for managers and decision-makers

>  Watch our video 'How Peep Programmes can support your work with families'

>  Explore our Training Courses

You can read more below about how the Peep Learning Together Programme is used with families to support children’s outcomes:

It's a good idea to create a Group (or 1:1) Agreement with families. Discuss and add items with families, so they feel ownership of it too. Pin it to the wall each week, so you can easily refer back to it, update it as necessary, and share it with new families. There's further guidance about creating one in the Introductory session plan. 

It may include:

• confidentiality of information shared within Peep sessions, including the names and personal details of parents and children
• limits of confidentiality. For example, if a parent shares that they or their child are at risk of (or are) being harmed, this information will be passed on to relevant people
• mobile phones (if allowed) on silent during sessions
• parents are fully responsible for their child/ren when they are in the session
• listening carefully to others and respecting differences of opinion and  values
• respectful challenging of views or behaviours which may be hurtful or prejudiced
• starting and ending sessions on time, whilst allowing group members to join in if delayed
• for home or one-to-one delivery: notifying practitioners about who will be present and any pets on the premises.

If the above are not suggested, it’s a good idea to raise them. Agreeing expectations is essential and helps practitioners and parents to feel comfortable during Peep sessions. It will set the tone for them and will often moderate unhelpful behaviours before they become challenging.
Adaptable examples below:

> Group Agreement: face-to-face sessions

> Group Agreement: online sessions

> Group Agreement: outdoor sessions

Here are links to the information covered during the Learning Together Programme. The links in purple are in the login Members Area, others are on public pages. 

Practitioner Accreditation:
>  Practitioner Accreditation
>  Practitioner Accreditation overview (more detail)
Plus a separate ‘Practitioner Accreditation’ login area if/when you register for the accreditation.

Introducing Peeple and Peep:
>  What we do
>  Peep or Peeple

Programme Aims (parents and children) and Principles:
>  Peep learning together programme (including link to 'Peep in Fife' video)
>  Peeple principles

Research and evidence:
>  Early years and parenting research
>  The Home Learning Environment: how it helps
>  Peep evidence base

ORIM (Opportunities, Recognition, Interaction & Modelling):
>  ORIM
>  ORIM in action & cued modelling  

WHAT: Structure and content of the Peep Learning Together Programme
>  Programme Content - overview of the 5 strands of learning, strand map, topic aims map and an example of materials for one topic
>  Planning and topic maps - planning docs and maps incl. Developmental stage/ age map
>  Strand key ideas & Glossary - downloadable from the top of each Strand page, e.g. Communication and Language Strand page

Supporting materials for LTP content:
>  Practitioner documents: Session Plans and Topic Cards - Topic pages e.g. Talking Maths topic 
>  Parent handouts: link to the Topic Toolbox from each Topic page e.g. Talking Maths topic Toolbox plus all the Topic handouts and Things to do at home
>  Online shop: Singing Together songbooks/ CD/ MP3s, Programme Folder, Peep the Parrot book (optional) 
>  Components of a Peep session - tips on delivering Talk time, Sharing songs, etc

Flexible delivery:
>  Ways of using Peep - overview
>  Delivery support - incl. tips on different delivery formats: Peep One-to-one  ~  Peep groups  ~ Peep in Stay and Plays or any drop-in sessions
>  Types of targeted Peep delivery - practical tips (incl. for Peep online, outdoors, in early years settings, etc)

Review and evaluate:
>  Session Review Form for practitioners - downloadable from Peep resources (to download) and each Topic page
>  Feedback forms and evaluation with families

The links below and in the menu include practical delivery tips from Peep practitioners. Sometimes there are also adapted session plans. They cover various types of targeted Peep delivery, whether it's in a specific context or location (eg outdoors, in a school, online) or with families in a similar situation to each other (e.g. children about to transition into school/ nursery, or parents with low mood/ anxiety).  Hopefully they'll give you some ideas - you're welcome to use them or choose your own Peep LTP topics.

> Peep Outdoors

> Peep Online sessions

early years or school settings:

> Peep Transition into pre-school, nursery or school

> Peep in nursery, pre-school or school settings

> Peep in primary school (age 4/5 – 7)

Other types of targeted delivery:

> Peep for parents with low mood, anxiety or isolation 

> see also the Case studies pages, for more examples of how you can flexible use the Learning Together Programme.

Other delivery support info:

> Ways of using Peep - overview - Here you'll find a list of links to short case studies about different ways of using Peep (in the public/ non-login section of the website).

> Delivery support generally - e.g. tips on recruiting families, Peep one-to-one, in groups and in stay and plays, core elements of Peep sessions, etc.

> Peep resources to download (e.g. strand and topic aims maps; poster, leaflets and logo to use or adapt for recruiting families; feedback forms and certificate, etc.

> LTP topics and session plans etc - see the 'topic' link for each strand in main menu

• There are tips and updates in our regular Peep Postings Newsletter (for Peep practitioners/managers) and Peeple Newsletter (for practitioners and others) - check your email spam/ junk folder or contact us if you or Peep colleagues haven't been receiving them.
• Join our Peep Practitioner Facebook group - and do add your questions, suggestions and ideas!
• Contact us:  [email protected] - practitioners often tell us that you're keen to hear about other Peep practitioners' delivery experience, so do get in touch to share your examples!

Parenting can be tough! Which is why we don’t judge or tell people what they ‘should' do, we simply encourage & build on what families already do.

Contact your local children's centre, family centre or family hub if you'd like to see if there's a Peep group near you.

Babies 'talk' more and more when others respond to them - this is how they learn. 

Try copying your baby’s cooing sounds or facial expressions. Watch and listen for their responses and leave gaps in the conversation so that your baby has time to answer you in their own way. 

> Click here for downloadable version of the Stay and Play ideas on this page

(We use the term ‘Stay and Play’ to include any Drop-in or Parent and Toddler type sessions, where families arrive and leave when they want, and move around to different play activities when they feel like it.) 

Why include Peep: Using Peep Learning Together is an effective and practical way of adding opportunities to share ideas with parents about supporting their child’s development and their home learning environment, within the informal Stay and Play structure.

Getting started:  We’ve suggested six ways of incorporating Peep, followed by 15 suggested topics (3 from each strand) that work well in Stay and Plays, using the Talk time: Activity session plans.

6 tips for incorporating a Peep topic into your Stay and Play sessions:

1. Display the Topic Card near the entrance, to introduce the session focus

These are the cards with an introductory sentence, starting ‘Thinking about…’.
This is a low-key way of introducing the session focus to families, as they arrive.  You could also display it on the wall near the topic activity, and point it out during the session when appropriate.

2. Display a relevant Peep Tip next to your topic-related activity

These short tips are designed to share a message with parents about how the activity supports their child’s learning (stick the Peep Tip to the table to stop it getting knocked off). Often, they open the door to conversations with the parent.

You could use the activity suggested in the session plan with Talk time: Activity or feel free to adapt it or choose your own, to suit your and the families’ interests. You only need to have one topic-related activity (which you might spend more time near, to chat about the children’s learning in relation to it). Plan the other activities to suit your resources and families’ preferences, and/or the activities you usually have in Stay and Play sessions.

3. One-to-one conversations with parents

This can be done while you are at the topic activity, or when you get the chance. Chat with parents about one or two of the Key Ideas relating to the topic – read the Key Ideas and ‘Talk time’ suggestions before the session. You probably won’t get the opportunity to chat with every parent, it’s a drip, drip approach.

Parents quite often see drop-in sessions as an opportunity to chat with other parents while their child plays – which is an important aspect! But it’s also worth encouraging parents to come and join in with an activity their child is doing sometimes. It provides a way in for you to chat about the child’s learning, but also gives the parent an opportunity to have fun playing with their child – some parents don’t really see the point or are less confident about doing it than others.

4. Use cued modelling when playing, listening and talking with the children

This can be done at any time, engaging the child to support their learning. ‘Cued’ modelling is when you (as a practitioner) draw parents’ attention to something that you are doing – and why you are doing it, so that the parent/carer feels encouraged that it is something that THEY can do at home.  It’s a step beyond simply modelling, which can (unintentionally) encourage parents to see the practitioner as the ‘expert’.

5. Share an LTP Key Idea or two during song time and story time

It’s great to add a song and story time at the end of your Stay and Play session, if you don’t already have one. About 20 minutes before the end of the session you could let the families know it’s tidy up time. After a few weeks of doing this, it will be part of the routine that the parents and children help you tidy up as part of the session, then you can all gather together for singing and story.

Including LTP Strand or Topic Key Ideas: Start the singing with the hello song and your familiar core of songs you share each week. Include one or two songs that relate to your topic, and share a few words about how it supports children’s learning (e.g. “Heads, shoulders, knees and toes is great for helping children learn the names of body parts" or "... for gradually learning to stay quiet for some bits as you go through the verses, which helps them develop their attention, and manage their actions and behaviour”). Finish the session with a story (and a key idea) and a goodbye song.

6. Share handouts with families

Remind parents at the end about the handouts for continuing Peep at home. This would usually be a TDAH (Things to Do At Home) - briefly share some of the ideas, and why you’re asking them to do these at home. If they’d like more info, you could also share the topic handout.

You could pin one to the wall and invite parents to take a photo of it, to save printing costs. Or you can share it electronically if you have a closed Facebook or WhatsApp group etc – and invite families to share comments or photos of their experience, to support and encourage each other.

Changing an existing Stay and Play:  If you are going to make changes to an existing Stay and Play, be mindful that some parents may not like things to change - this is normal. It may be a good idea to share with existing families that you are starting to add Peep to your Stay and Plays, from whatever date you’re choosing, and explain why. There are leaflets on the website which you can share with existing or new parents. They explain what Peep is and how it supports young children’s learning in day-to-day life.

Gathering feedback:

this can be harder to gather in drop-in sessions so a joint feedback poster on the wall or shorter forms can help, eg:

> Peep Stay and Play feedback scale ('Becoming a good listener' example) - This can be particularly useful to print A3 and pin to the wall or leave near the door during a drop-in session, for families to add a sticker and comment before they leave. The topic name can be changed each session. You could also use it in a group session.

> Peep Feedback Slip - (general AND 'Sharing books with your baby' examples) - this slip contains two examples for asking parents ONE question at the end of a session, while it's fresh in their mind. It could either be a general 'What message/ideas are you taking away from today's session?' or one that relates to the session's focus e.g. 'How has Peep helped you share books with your baby?' You could either ask parents to jot down their thoughts, or you could ask if you can write down their verbal comment. You may or may not want to include session details on the slip.

> Peep feedback form - 3 topics (C&L examples) - as above, but with 3 topics. Adapt questions to relate to your topics and/or main course aims. 

If you've found a particular feedback format or question/s to be useful, or you have any questions, please contact us: [email protected]

Suggestions for Stay and Play (activity) topics

• The suggested topics can be used in any order (click blue bars below for details).  They’re just suggestions – you can adapt them and/or choose other topics.
• Each topic name below is a weblink to the topic page. We recommend reading the relevant topic, and picking a couple of key ideas to share.
• The Talk Time Activity is probably the easiest to use in this context – use the activity as your ‘topic‑related activity’, and display the suggested Peep Tip on the table next to it.
• We've suggested a Things to do at home (TDAH) handout and Peep tip for each topic. You can find them all in the Toolbox for that topic.