Advancing Early Childhood Development and Prevention Programs: A Pan‐Canadian Knowledge Transfer Initiative for Better Beginnings, Better Futures

Abstract

Better Beginnings, Better Futures is an evidence-based early childhood initiative that promotes the healthy development of children and families in economically disadvantaged communities. The Better Beginnings model involves the development of community-driven programs through resident involvement that are integrated with existing services, universally accessible to all children and families in a community, focused on prevention, and ecological in nature. In this paper, we describe a pan-Canadian knowledge transfer strategy involving attendance at workshops designed to build the capacity of participants to develop Better Beginnings initiatives in their own communities, and the impacts of the workshops on participants. Process evaluation data were obtained from participants in each Canadian province and territory immediately following the workshops (k = 12, N = 271). In addition, a smaller sample (n = 54) completed a follow-up telephone interview 3 months later. All components of the knowledge transfer strategy were well-received and rated highly by participants. Workshop participants indicated increased knowledge of the Better Beginnings model and high levels of satisfaction with the workshop. In the follow-up evaluation, participants indicated strong intentions to use the information they had learned about Better Beginnings to advance the well-being of children and families in their community. We discuss the lessons learned from the knowledge transfer initiative and provide recommendations for advancing knowledge transfer of programs for children and families in context.

Evaluation in the field of early childhood development: A scoping review

“…Secondary and unintended outcomes of conducting an evaluation include the development of a training program for early childhood staff working with children with special needs, as well as the need for fundamental program changes needed to address quality issues (Cook, 2006; Kellar, 2001). Evaluation results were commonly disseminated through reports or stakeholder meetings ( n = 5), although three studies described using findings to develop marketing tools, such as pamphlets or toolkits (Jayawardena, 2016; Newell & Graham, 2012; Worton et al, 2018). To ensure that evaluation findings would be useful to all stakeholders involved, two studies developed different evaluation reports for different audiences (Grey et al, 2016; Guss et al, 2013).…”

Knowledge mobilization in bridging patient‐practitioner‐researcher boundaries: A systematic integrative review

“…It is therefore important for facilitators to acquire adequate attributes and skills (Eriksson et al., 2016; Worton et al., 2018). Community facilitation by local leaders often depended on training provided by health professionals and the effectiveness of that training (Dongre et al., 2009); although the optimum period of time required to train facilitators remains uncertain.…”

“…Community facilitation by local leaders often depended on training provided by health professionals and the effectiveness of that training (Dongre et al., 2009); although the optimum period of time required to train facilitators remains uncertain. When scaling up facilitated KMb activities across communities it can be effective to use a cycle of knowledge translation, or recognized systems approaches, using joined‐up reflective processes to improve KMb outcomes (Nahar et al., 2012; Worton et al., 2018).…”

“…(2018) developed online material to improve awareness of specialist learning disabilities care and Worton et al. (2018) improved community perceptions of childhood development. Capacity building is variously demonstrated in improved access to website‐based information (Russell et al., 2016); informing new services (Kwan et al., 2017); strengthening links across organizations (Michaak et al., 2012), and developing research agendas (Armstrong & Kendall, 2010; Briggs et al., 2012).…”

“…It is therefore important for facilitators to acquire adequate attributes and skills (Eriksson et al, 2016;Worton et al, 2018).…”