This independent study, carried out by the University of Oxford, examined the impact of the Peep programme for parents/carers. It explored how Peep supports parents’ confidence, parenting, learning and progression into further training, qualifications and employment.
What the study did
The study compared 75 mothers who had attended a Peep group with an equal number of mothers who were individually matched on demographic characteristics and were living in an area with a very similar socio-economic profile, but with no access to Peep. The key question focused on was ‘Does Peep benefit parents and, if so, in what ways?’
As well as attending Peep group sessions, Peep parents could also do a Peep parent qualification unit based on everyday activities that parent and child do together, recorded in a portfolio or scrapbook. This provides families with a lasting memento, and sometimes acts as a stepping stone for parents’ own learning.
Key Findings
The study found that Peep parents, compared to the non-Peep parents:
- reported significantly greater awareness of their child’s language and literacy development and of ways to foster it,
- made a significant improvement in their socio-economic status (as measured by their job)
- took significantly more courses, particularly in basic skills
- reported that the social support offered by Peep was an important factor in their decision to extend their employment related skills and to enhance their parenting techniques.
Parenting skills and social support
Common themes from the Peep mothers about supporting their children’s development included knowing how to use modelling techniques and behaviours, or using small opportunities to extend their child’s learning (e.g. looking for environmental print). The mothers also acknowledged that singing and stories are essential to language development, many of them saying they had not realised children could enjoy and benefit from these things from such a young age. The social support from the group was also fundamental for many parents, motivating them to learn about not only their child’s development but also to improve their own skills.
Why Peep?
Mothers spoke of being motivated by seeing their child enjoy the activities, getting ideas for new activities at home, and the chance to meet other mothers with children of the same age. They also stressed the importance of feeling welcomed and valued from the very first session.
Professional development of mothers
Another key finding was that parents who attended Peep were more likely to take further courses and had higher socioeconomic status by the end of the study. For some parents this included completing Peep qualification units accredited through the Open College Network. These have since evolved into today’s Peep Progression Pathway, with credit-rated units recognised by Qualifications Scotland at SCQF Levels 3, 4 and 5 (equivalent to Entry Level 3, Level 1 and Level 2 elsewhere in the UK). The Pathway continues to recognise parents’ learning gained through everyday interactions with their children and provides a practical progression route into further study, volunteering and employment.
The study showed that Peep supported parents in a number of interconnected ways. As well as increasing awareness of children’s learning and development, parents reported greater confidence in themselves as learners, stronger social support and increased confidence to pursue further learning, training and employment. These outcomes reinforced one another, helping parents build skills and confidence that benefited both themselves and their children, creating a positive cycle of learning, confidence and participation in family and community life.
I was very shy and didn’t want to come out… The qualification was a pull. It’s made me more confident… I want to go back to college. I had a big gap in my CV so it enabled me to fill that and have something to speak about.”
Peep Parent
Peep has made me realise I can do things with my child that help him learn without spending lots of money.”
Peep Parent
What this means for practitioners working with families
The study suggests that practitioners can:
- help parents recognise that they are already supporting their child’s learning through everyday interactions
- build parents’ confidence as learners as well as supporting children’s development
- provide encouragement and information that enables parents to consider further learning, qualifications or employment
- create opportunities for parents to develop supportive friendships and networks
- recognise that improving parents’ confidence and wellbeing can have positive benefits for the whole family
- see parenting support and adult learning as complementary, rather than separate, goals.
The study was carried out by Professor Kathy Sylva and her team at the University of Oxford (2008). The full report or key findings can be downloaded below.