Journey Book — Executive Summary & Structure
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Rising child concerns sparked KeySteps; pilot hubs tested the soil, showing children's progress, family connections, and teachers rediscovering the joy of play.
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Hubs became signposts; child-centred practice shaped identity, voices guided refinement, and families, schools and communities collaborated to keep the garden responsive.
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During crises like COVID-19 and family struggles, hubs stood as beacons, offering an anchor, support and hope while growth continued.
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Progress, connections, renewed practices and professional expertise gathered as harvest; lessons prepared as seeds to inspire and spread elsewhere.
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Commissioners emerged as new gardeners; children grew into confident voices, ensuring the garden endures through hope and collective responsibility.
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Toolkits, strategies and methods equip stakeholders to embed lessons, sustain cultivation, and continue positive change for children's flourishing.
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Five sites studied close up, selected against the self-sustaining 5部曲 criteria in the DISI revised version.
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Two engagement tracks: 手拖手共建 partners building alongside us, and 業界分享茶會 for the wider sector.
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| Chapter | Content gist | Sub-chapters | Timeline & PIC | |
|---|---|---|---|---|
| Main | 1. Germination in the soil | Rising child concerns sparked KeySteps; pilot hubs tested soil, showing children's progress, family connections, and teachers rediscovering joy of play | (1) How KeySteps began; (2) Evolution from KS 1.0 to 2.0 | |
| 2. Signpost in the garden1 | Hubs became signposts; child-centred practice shaped identity, voices guided refinement, and families, schools, communities collaborated to keep garden responsive | (1) Project intervention model; (2) Quality school support; (3) hub positionings; (4) user journey at hubs; (5) extended reach in community | By 16 Sep, EdU + Hubs | |
| 3. Beacon in the storm | During crises like COVID-19 and family struggles, hubs stood as beacons, offering anchor, support, and hope while growth continued | (1) Non-labelling comprehensive support; (2) COVID-19; (3) Tai Po Blaze | ||
| 4. Harvest shared forward2 | Progress, connections, renewed practices, and professional expertise gathered as harvest; lessons prepared as seeds to inspire and spread elsewhere | (1) Impact stories; (2) mini-KS in the community; (3) projects inspired by KS; (4) artefacts for the sector | By 16 Sep, CityU + Hubs | |
| 5. Gardeners of tomorrow3 | Commissioners emerged as new gardeners; Kids grew into confident voices, ensuring the garden endures through hope and collective responsibility | (1) KS commissioners 童亮專員; (2) KS Child Voices 童亮會; (3) Way forward in building child flourishing community | By 16 Sep, CityU + Hubs | |
| Annex | 6. Practical tools4 | Toolkits, strategies, and methods equip stakeholders to embed lessons, sustain cultivation, and continue positive change for children's flourishing |
(1) Multidisciplinary ECCE workforce curricula
(2) Holistic parent engagement and support guide
(3) Child-centric community engagement playbook
(4) Data-informed service planning toolkit
|
By 14 Oct, HKU + Hubs |
| Sector Engagement |
Local Study Stories | 社區客廳 SSP / 過渡性房屋 TM / 教會 KLC / 中大醫院兒科 ST / 天朗 YL | Selection Criteria – Self-sustaining 5部曲 (DISI revised version) | DISI + Hubs |
| Targeted Sector Engagement |
Group A - 手拖手共建: ICYSC / CPCC / 社區客廳 / 過渡性房屋 / 教會 / 幼稚園 Group B - 業界分享茶會: COC / CNOPE / SSB |
Selection Criteria – Self-sustaining 5部曲 (DISI revised version)
|
DISI + Hubs | |