Blue

We are making some short videos to share online with those who are new to Peep sessions and the charity Peeple - parents/carers and people working with families. We’d love to include some short clips from parents and professionals who are already familiar with Peep - saying what you like about it, and what difference Peep has made to you and your family or the families you work with. Seeing ‘real’ people talking about Peep helps bring it to life more than a leaflet can!  

If you’d like to record and send us your thoughts on Peep, please do the following:

1. Click the link to read and complete the Consent form
    
2. Record a video on a phone – it could be recorded by you or a friend or practitioner, at home, at work, or before/after your Peep session. See below for some Tips for filming on a phone and click this link to see a clip from a Peep parent as an example.
    
3. Share your video with us on our private and secure Dropbox account - please click here to access the Peeple Dropbox folder, which will prompt you to upload your video from your device.  Dropbox will also ask you for your name and email address – please add your locality after your name (e.g. Jo Bloggs – Edinburgh), so that we can match up videos to consent forms. (Within Dropbox, your video and your name and email address will only be visible to the Peeple video-making team.)

Tips for filming about Peep on your phone (or download the Tips)​

• Keep the phone steady by balancing or propping it up on something.
• Make sure there is nothing in the background that you wouldn't want on film, especially personal information.
• Be well lit from the front, natural light is best.
• Try to keep your head and shoulders in shot, ideally landscape view (phone sideways).
• Have an idea of what you are going to say about the impact Peep has had (it doesn't have to be scripted).
• Remember to introduce yourself, including your role, e.g. Parent with toddler, or Outreach worker using Peep in Stay and Play, etc
• Hit record and go - it's great if you start with a smile and look at the camera 

Thanks for your time - do get in touch if anything isn't clear or you have any questions:  support@peeple.org.uk or tel 01865 397976.

The evidence-based Peep Learning Together Programme supports practitioners and parents* with young children’s development and learning, making the most of their earliest years and helping to improve later outcomes. It is widely used across the family support and early years sectors, including Family Hubs. Find out below how our Peep programmes support children's outcomes through a strengths-based approach to working with families, supporting staff development, and providing comprehensive and flexible resources that can be used in universal and targeted delivery.

Peep sessions raise parents’ confidence and awareness about:

• the value of their role and their relationship with their child,
• the simple things they can do in day-to-day life to support learning, and why these things make a difference.

There is compelling evidence that these two interconnected things, sometimes known as the Home Learning Environment (HLE), are fundamental to a good start in life. The human brain is built not born – the 100 billion brain cells that we are born with need to be connected up. Most of these connections are made during the first months and years of life, and are heavily influenced by the child’s relationships and experiences during this period. It's never too late to make a difference but it makes sense to get involved as early as possible. Increasing parents’ understanding contributes to preventative early intervention or more targeted later intervention, helping to narrow the attainment gap in society that is already apparent before children start school.

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

The Learning Together Programme is comprehensive, with five strands of learning which complement the EYFS (Early Years Foundation Stage) and other early years frameworks: Personal, Social and Emotional Development, Communication and Language, Early Literacy, Early Maths, and Health and Physical Development. Practitioners who attend the 2-day Peep Learning Together Training are given online access to 74 child development topics (each with downloadable session plans and parent handouts), along with extensive implementation support.

Evidence-base:

​Peep programmes have been evaluated in a number of 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 develop new skills and fresh approaches to unlock parents’ potential, rather than focus on their 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

The evidence-based Learning Together Programme (LTP) was developed for practitioners to use with parents and their children from birth to school. Increasing parents’ understanding contributes to preventative early intervention or more targeted later intervention, helping to narrow the attainment gap in society that is already apparent before children start school.

'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 across Hull.'  Catherine, Early Help Team Manager, Hull City Council Family Hub

How the Peep Learning Together Programme is used with families to support children’s outcomes:

Valuing and building on what parents already do:  

Peep is a strengths-based approach to working with families. Key child development ideas are discussed during Peep sessions, including how the ideas relate to families’ experiences. Children’s behaviour, for instance, can become easier for parents to manage or re-focus when they understand a bit more about possible causes. The topic on schemas can provide alternative activities for a child who is exploring throwing things, while ‘Mark making’ helps explain why a child might be swirling their food on the table, and suggests other ideas for making marks (sand, mud, playdough, paintbrush and water on the ground, etc).  The combination of information with practical ideas helps restore parents’ own patience whilst providing their child with more opportunities to develop their skills through play.

Peep sessions also include songs and story time, and simple, low-cost play and talk activities that can be continued at home.  When parents understand more about the benefits of singing, talking, playing and sharing books and stories with their baby or child, and share simple ideas for incorporating them into everyday life, they tend to do more of these valuable activities.

'Peep was very informative and interactive. It has made me more comfortable and confident as a parent. More importantly, I now understand my kids better than before being involved in the sessions.'  Peep parent

Delivery format:

The Peep Learning Together Programme was designed to be used flexibly, to suit the needs and interests of all families. Peep sessions can be delivered in groups, in drop-in sessions (e.g. Stay and Plays or child health clinic waiting areas), or in the home or other one-to-one sessions. They can take place indoors, outdoors or online. Peep practitioners (two co-facilitators or a session leader and assistant) decide on the number of sessions in a Peep course, and which of the child development topics to focus on, involving parents' preferences as appropriate.

'Peep was very good. Learnt a lot about the importance of praise and positive feedback, my impact, body language, etc.'  Peep parent

Strengthening relationships:

The Peeple principle that ‘relationships are at the heart of learning’ underpins both the practitioner training and Peep sessions with families. Several of the Programme topics focus specifically on supportive and loving parent-child relationships, but nurturing and reflective care underlies all  Peep sessions. Practitioners use the ORIM framework to identify Opportunities, Recognition, Interactions and Modelling that parents are doing with their children, building their knowledge and confidence, and helping to strengthen their relationships. Parents are encouraged to share ideas and activities from the session with other family members at home.  

In feedback, parents often comment on how much they appreciated the friendships and peer‑to-peer support networks that they and their children develop:

'The discussions within the session – it is never rushed or brushed past. Honest conversations with other parents made me feel better on days where I’ve wondered if it was just me feeling a certain way. The staff are very welcoming and put you at ease.'  Peep parent

Universal delivery and accessibility:  

In our experience, families from all walks of life benefit from getting to know other families and practitioners, sharing practical ideas and experiences with each other, and finding out about other local services. Being seen to be open to all families can reduce the stigma that is sometimes associated with ‘parenting’ groups. The focus in Peep sessions is on supporting children’s  learning and development, which also helps with parents’ sensitivity. As a society we're gradually recognising that groups for parents and children are beneficial for all  families. Cross-sector support such as that provided by Family Hubs can really help break down barriers. 

Targeted delivery:

Peep programmes can be used or adapted for families with similar needs or circumstances if helpful, such as young parents, dads, foster carers or kinship carers, children due to start nursery or school (transition or school readiness), families with English as an additional language (EAL), parents with post‑natal depression or anxiety, children with delayed speech and language, families with a parent in prison, traveller families, childminders, or families whose children have additional support needs (SEND), etc. While some parents prefer to go to a group that is open to all, others would rather start off with parents that they feel they have more in common with.

Course content can be targeted by age/ developmental stage and/or one or more of the five strands of development. Some Peep practitioners have added in elements that appeal to the families they are working with, such as Peep in the Pool, Cooking Peep or Outdoor Peep. Peep programmes can also be used to complement or follow on from other provision, such as Baby Massage or Peep Antenatal courses, or transition sessions into early years settings.

'Because of Peep I am always looking for opportunities to help my child learn and get new experiences.'  Peep parent

Sharing ideas with families beyond direct delivery:

We post Peep activity ideas and tips that support the home learning environment on our Peeple social media platforms (Twitter, Facebook and Instagram, all @PeepleCentre). These are used by parents and practitioners. Peep practitioners can also share Peep handouts on their own social media pages or online groups (e.g. via Whatsapp), as well as printing them.

Quality Assurance and workforce development:

Peep programmes and delivery are quality assured by:

• our evidence-base, findings from wider research, and our delivery model, described in our theory of change,
• our regularly monitored and reviewed training courses, which focus on enhancing practitioners’ theoretical and practical skills, knowledge and understanding about working with parents to support their children’s development,
• the comprehensive, high-quality Programme resources available to all trained practitioners,
• reflections from our own practitioners, and practitioners we have trained around the UK, Ireland and Australia over the past couple of decades, along with those of the families they have worked with,
• accreditation units available to both practitioners and parents,
• post-course delivery support and sharing of best practice, available to Peep practitioners and organisations, including monthly online practitioner support sessions, Peep Champions network, delivery support newsletters, practitioner Facebook group, refresher training, and Members Area on our website.

‘Peep is fantastic for involving parents in their children's learning. It gives parents more confidence to support their children's learning and take it forward at their child's pace and development level.’  Children’s Centre family support worker

Sustainability, value for money and a joined-up approach for organisations:

We have trained practitioners from numerous settings and backgrounds, such as family hubs, children's centres, nurseries, pre-schools, schools, health centres, early help, libraries, family learning, psychology, social care, public health, prisons, museums and community centres.  As a charity, we have always prioritised making the training affordable and great value for organisations, providing on-going access to both the Programme materials and delivery support.

Practitioners can be employed or volunteers, including  parents who have gone on to become Peep practitioners, sometimes after completing the Peep Progression Pathway accreditation. Peep delivery can be an opportunity for practitioners from different sectors to work together, sharing their complementary skills and experience with families and each other.

‘I find Peep a huge benefit to both myself and the adults that I work with. It's good fun, factual, and understanding that everyone is in the same boat and trying to be the best parents they can be, and that we can support each other.’  Early childhood practitioner, nursery class

* For readability, we use the term ‘parents’ to refer to family members and others with a key caring role.

If you're part of a Family Hub or an organisation working with families, find out more:

>  Peep Learning Together Programme

>  Peep Learning Together Programme 2-day Training for Practitioners

>  Arrange a free Information Briefing for managers and decision-makers

>  Arrange In-house Training (online or face-to-face)

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

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:  support@peeple.org.uk - 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!

Seasons

These tips and TDAHs can be used with any topic to fit the season, including HPD: Exploring nature

Autumn:

> Autumn outdoor activities: PDF for printing  or  Image for screen

> Playing in the woods - PDF for printing or  Image for screen

> Go on a colour hunt - orange for Autumn - PDF for printing  or Image for screen

> peep tip - Exploring nature - Autumn - PDF for printing (2xA5) or  Image for screen

Winter:

Here are a few ideas for activities that work well in winter - whether for getting outdoors, for wintery sensory and imaginative play indoors, or for adding a bit of colour on a dark and gloomy wintery day!

>  Winter outdoor activity challenge:  PDF for printing  or Image for screen

>  Exploring nature - Winter - PDF for printing (2xA5) or  Image for screen

>  Ice pictures or mobiles:  PDF for printing  or Image for screen

>  Sensory play with ice and toy animals:  PDF for printing  or  Image for screen

>  Playing with a light box:  PDF for printing  or  Image for screen

>  Making a sensory bottle (visi-bottle or swishy bottle):  PDF for printing  or  Image for screen

Spring:

> peep tip - Exploring nature - Spring - PDF for printing (2xA5) or  Image for screen

Summer:

> Peep Summer of Play ideas -  Summer  - PDF for printing or  Image for screen

> things to do at home - Playing outside - 4 Summer play ideas - PDF for printing (2xA5) or Image for screen

Christmas Things to Do At Home ideas (TDAHs) and songs: 

> Christmas story basket:  PDF for printing (2 x A5) or  Image for screen

festivals and celebrations:

These can be used with any topic

> Diwali: Celebrating cultural diversity - PDF for printing  or  Image for screen

>  Halloween sensory play  - PDF for printing  or  Image for screen

>  Pumpkin and Halloween ideas - PDF for printing  or  Image for screen

HPD Early sensory experiences  |  HPD Making sense of the world  | CL Things to do and talk about together

> Making pancakes (rhyme and recipe) - PDF for printing  or  Image for screen

> Making pancakes - songsheet: Pop a little pancake...  - PDF for printing  or  Image for screen

HPD Making sense of the world  |  HPD Exploring food  |  HPD Making the most of food and mealtimes | CL Things to do and talk about together

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: support@peeple.org.uk

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 (log in to the Peeple website for the link to open). 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.