These documents help accelerate our collective actions, either by learning from what others have done or from our own experiences.
This report describes the 0-3 Systems Navigation project which engaged local birth to three stakeholders in Pierce County through informational interviews in order to better understand the current system. In this report, learn about the qualitative data methods followed in order to gain a deeper understanding of ongoing work as well as to identify gaps. This report includes information about stakeholder meetings, qualitative data collection and analysis, as well as action taken to address system gaps.
This report details the 5210 Healthy Incentive Challenge. Project Child Success Action Teams designed and implemented this challenge which offered community partners the opportunity to make their environment healthier through a process that honors their experience and knowledge. The Challenge’s healthy incentives fell under one or more of the Ready Set Go! 5210 categories including: 5 servings of fruits and vegetables, 2 or less hours of screen time, 1 or more hours of physical activity, and 0 sugary drinks. This report includes information about the design, promotion, and outcomes of this project.
This report describes the Playing up STEAM project which addresses the needs of children in the Hilltop Neighborhood by working with child care providers and families to increase use of STEAM activities. In this report, learn more about the Play Café model which aims to change the lives of children through meaningful adult conversations.
The purpose of this report is to help us better understand the current state of children and families. In the following pages you will find Pierce County specific data and stories about what life is like for children and families in our community. Limited hard copies of this report are available. Please email request to email@example.com.
This report describes 2015/16 community cafe work in two Tacoma elementary schools. In the report, you will find information about the cafe approach, family engagement efforts, and lessons learned.
Published by the Department of Early Learning this document describes behaviors and skills that children may demonstrate birth through grade 3 and how parents or early learning professionals can support their healthy development.
We conducted Community Cafés with local parents and asked a simple question: what are the hopes and dreams for your children? The discussion was not structured by the facilitators. Instead, parents led the conversation and decided which topics were most important to them. African American and Hispanic families, the largest minority groups with children under the age of 5, were the focus of these cafés. This document reviews all four of the meetings and commonalities that were found between both communities.