Community led: celebrating wellness with a smile.

Dental caries is the most common chronic childhood disease in Canada and creates a significant burden on both human and financial costs. In Canada, the annual cost of dental day surgery for children is $21.2 million. The objective of this study was to explore and address the strengths and barriers related to the provision of oral health services in an Indigenous community in northern Saskatchewan. This community-based participatory research project focused on developing authentic relationships with the community. This research is novel because it is community-led and from the perspective of Indigenous people. Descriptive statistics were undertaken to describe the 38 participants. Semi-structured interviews were conducted with elders, healthcare providers, teachers and parents/guardians of elementary school-aged children; and inductive, thematic analysis was undertaken with the qualitative data. The most commonly identified themes included: community resilience, the need to improve oral health literacy and skills and the mitigation of barriers to access care. The research process included co-creating tools with the community that built upon strengths, creating opportunities for change, generated solutions and transforming the health system the community accessed.

Randomize groups, not individuals: a strategy for improving early childhood programs.

Until the past few years, our nation's approach to designing federal programs for preschool-age children lacked coherence and paid little attention to what had worked (and not worked) in the past. In this article, the authors propose that credible information useful for designing effective programs will require the ongoing, systematic development and evaluation of alternative approaches for the improvement of large-scale early childhood programs. The research should place greater reliance on experiments in which existing groups of individuals, such as intact classes or preschool agencies, are randomly assigned to implement competing early education programs or program components. Randomizing groups, rather than individual children, changes the research question from "What works?" to "What works better?" yielding more useful information than is currently available about which preschool approaches ought to be strongly embedded in our nation's social policy.

Effects of a family literacy program on low-literate children and their parents: findings from an evaluation of the Even Start family literacy program.

A randomized experiment was conducted to test the effectiveness of Even Start, a federally supported family literacy program providing early childhood education, adult education, parenting education, and joint parent-child literacy activities to children and parents from low-literate families. The evaluation of 18 Even Start projects followed 463 families for 2 years and found no statistically significant or educationally important impacts on Even Start families when they were compared with control families on child literacy outcomes, parent literacy outcomes, or parent-child interactions. The study concludes that Even Start projects were able to properly implement family literacy programs, and the observed lack of effectiveness is attributed to a combination of 2 factors: (a) a lack of full participation on the part of families and (b) instructional services that may be ineffective because of the curriculum content or the instructional approach.