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Both quantitative and qualitative evidence exists to show
that PEEP impacts positively both on babies' and young children's
development, and on their parents' and carers' role as first
educators. A book about PEEP's first five years called PEEP
Voices contains a chapter giving samples of qualitative
evidence, while the PEEP Research Consortium, chaired by Professor
Kathy Sylva, co-ordinates all studies of PEEP. In order to
ensure an objective account of the programme and quantitative
evidence of outcomes, two studies have been set up. A "Birth
to School" study, developed at The National Foundation
for Educational Research (NFER), began in 1998 and will report
finally in 2005. Another study, of the PEEP programme for
three and four-year old children (Foundation PEEP), developed
in the Oxford University Department for Educational Studies
and directed by Professor Kathy Sylva, covered the period
1998-2001. This research is summarised below.
M. Evangelou and K. Sylva (2003), London: Department for
Education and Skills
About the study
This study, carried out in 1998-2001, examined the effects
on 70 children who participated in the PEEP programme for
a two-year period from ages 3 to 5. They were compared with
a matched group of 86 children who did not participate. All
of the children were assessed when they entered the study
at age 3, and again at the ages of 4 and 5. At the start of
the study, no difference was found in the attainment of the
children in the two groups.
Findings
The study's key findings were that children in the PEEP group
made significantly greater progress in their learning than
those in the comparison group, in the areas of vocabulary,
language comprehension, understanding about books and print,
and number concepts. In addition, the PEEP children had higher
self esteem in the areas of their feelings about their cognitive
and physical competence. The authors argue that the results
of this study provide evidence-based support for the funding
of early years provision with strong parental partnerships.
However, the long term effects of PEEP are still unknown.
The authors suggest aspects of the PEEP programme which could
explain the greater progress of the children in the PEEP group
in literacy and numeracy. For example, during the weekly group
sessions the leaders model different ways of sharing books
with children, songs and rhymes are taught, and the contribution
of everyday talk to children's development is emphasised.
This report also contains a useful literature review on early
childhood interventions and the issues surrounding their evaluation,
and suggests areas for future research, such as following
the children in this study into adolescence.
Links:
K. Sylva, M. Evangelou, R. Taylor, A. Rothwell and G. Brooks
(2004), Oxford: University of Oxford
This study considered outcomes for parents who participated
in PEEP'S "Learning Bridge" initiative, which offered
links to and support with opportunities in education and employment.
The study found that parents who participated in the Learning
Bridge group for five or more sessions:
- made a significant improvement in their socio-economic
status, as assessed by the Computer Assisted Social and
Occupational Coding scale
- took significantly more courses. Of the PEEP group, 77%
reported taking a course (this could be any course) compared
with 61% of the control group; there was no change in the
number of formal qualifications gained, which suggested
to the researchers that these were basic skills courses
- reported significantly greater awareness of their child's
literacy development and of ways to foster it, such as through
modelling techniques and environmental print
- saw PEEP as a source of support and encouragement
- 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
- identified several factors important to continued attendance
at PEEP (these were shown in the qualitative evidence and
included: parents' experience of their first session, which
was often difficult; seeing their children enjoy themselves;
getting ideas for new activities at home; and socialising
with other mothers).
Quantitative evidence was obtained from 74 parents, matched
with a comparison group of 71 from a community where PEEP
was not available (although those parents did attend other
forms of support). Qualitative evidence was obtained from
20 parents.
Link:
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