Peep in the Pandemic: Peep Practitioners Listening to Parents and Families

Hale, Hannah; McCartney, Elspeth and MacKenzie, Muriel (2024). Peep in the Pandemic: Peep Practitioners Listening to Parents and Families. In: Mahoney, Linda; McLeod, Sharynne; Salamon, Andi and Dwyer, Jenny eds. Early Childhood Voices: Children, Families, Professionals. International Perspectives on Early Childhood Education and Development, 42. Springer, pp. 209–219.

DOI: https://doi.org/10.1007/978-3-031-56484-0_15

Abstract

The Peep Learning Together Program (Peep), developed by the charity Peeple, aims to enhance parents’ skills in promoting their child’s early learning by offering opportunities for interaction in everyday settings, recognising and valuing a child’s efforts and achievements, interacting about what a child is doing and feeling, and modelling positive attitudes towards learning and interacting. This chapter discusses the rapid changes required to alter the delivery pattern from parent group meetings within their child’s nursery and learning alongside their child supported by Peeple-trained early years practitioners (EYPs), towards online communication in response to restrictions caused by the worldwide coronavirus (COVID-19) pandemic. With appropriate ethical clearance, Peep-trained EYPs in one Scottish local authority completed surveys on the impact on families when Peep was working well: the challenges inherent in online delivery regarding relationship building, gaining trust and choosing suitable resources available in family homes, and issues of recruitment and attendance of families. EYPs considered that moving online accommodated some parental work patterns, and some parents participated more confidently online. However, it also reduced interaction among parents and play opportunities for children. EYPs’ confidence in using technology varied, and parental access to information technology (IT) was often limited, creating ethical issues and inequalities. As restrictions eased, EYPs considered plans, including moves to blended approaches and new models with an increased focus on listening to the voices of children and parents.

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