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Wilfrid Laurier University Faculty of Science
December 9, 2016
Canadian Excellence

Better Beginnings, Better Futures Videos (2012)

Videos of the Building Better Beginnings: A Toolkit (2012)

This toolkit on how to start a Better Beginnings, Better Futures project, rests primarily on the qualitative research. From 1991 to 1998, the Better Beginnings research at each of the sites incorporated an ethnographic component, including participant observation, individual and group qualitative interviews, a review of program documents, and a multi-year immersion in th Better Beginnings project sites. Based on these methods, the site researchers gathered data to generate site and cross-site reports on topics such as resident participation, service integration, and local programming.

Each chapter of this toolkit describes the major components of the Better Beginnings program model and the critical elements of each that are necessary to consider when replicating this program model, starting from scratch.

That is, based on the research evidence: 

     • What are the expected benefits of including each component?

     • How should you go about implementing your project?

     • What challenges might you face and what strategies could you use to deal with those challenges?

     • What are the key lessons or principles you need to incorporate into your project?

Videos of the Building Better Beginnings: A Toolkit (2012) 

1. History and Overview

2. Developing Your Program Model

3. Research and Evaluation

4. Community Resident Participation

5. Engaging Community Partners

6. Project Organization and Management

7. Working with Government and Other Funders

© Hayward, K., Loomis, C., Nelson, G., Pancer, M., & Peters, R. (2011). A Toolkit for Building Better Beginnings and Better Futures. Kingston, ON: Better Beginnings, Better Futures Research Coordination Unit.


Stéphane Gibelin

The Research Coordination Unit gratefully acknowledges the financial

support from the Max Bell Foundation. This report reflects the views of the

authors and not necessarily those of the funders.

We also acknowledge the dedication of the Site Researchers whose diligence

and hard work have made this longitudinal research possible.

We also extend our gratitude to the families, youth, and teachers who have

participated in the research over the past 20 years.

Permission is hereby granted by Better Beginnings, Better Futures,

Research Coordination Unit, Queen’s University, to reproduce this

document for non-profit and educational purposes.