Early Childhood Program Marketing Brochure

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This Assessment requires submission of two (2) files. Part I should include your oral presentation. Save this file as MP002_PartI_firstinitial_lastname (for example, MP002_J_Smith). The second file should be a Word document containing Part II–Part IV of the Assessment. Save this file as MP002_PartII_IV_firstinitial_lastname (for example, MP002_PartII_IV_J_Smith). When you are ready to upload your completed Assessment, use the Assessment tab on the top navigation menu.

Instructions

Before submitting your Assessment, carefully review the rubric. This is the same rubric the assessor will use to evaluate your submission and it provides detailed criteria describing how to achieve or master the Competency. Many students find that understanding the requirements of the Assessment and the rubric criteria help them direct their focus and use their time most productively.

Access the following to complete this Assessment:

PART I: LEVERAGING THE ENTHUSIASM OF YOUR COMMUNITY

You are planning a training program for families and staff so that they can help promote Green Hills to people they meet. Develop a 2- to 3-minute oral presentation for families at your center that:

Explains the role of families and staff in positively promoting the center, including a rationale
Shares talking points that point out the highlights of the early childhood program and explains how to use these to promote the program in conversations with other families in the community

PART II: DEVELOPING MARKETING MATERIALS

In order to increase enrollment at Green Hills, you will need to develop an advertisement and explain your marketing strategy for attracting new families to your program.

Step 1

Create a new advertisement. This advertisement may be one of the following:

Brochure advertising the center
One-page magazine advertisement
Thirty-second radio ad (audio-recording)
Thirty-second television commercial (audio and video recording)

Step 2

Write a 2- to 3-page explanation of your advertisement from Step 1 that addresses the following:

Explain why you anticipate the advertisement will be effective in attracting children and families to your center.
Identify the medium you chose and provide a rationale for your choice.
Describe at least two additional materials you would develop to supplement the advertisement as part of your overall marketing strategy. Early Childhood Program Marketing Brochure

PART III: EMPLOYING PUBLIC RELATIONS STRATEGIES

A local newspaper has published an article (Stoneriver Gazette Article) that is highly critical of the academic rigor of your curriculum.

Step 1

Respond by writing a 2- to 3-page press release that defends your center’s approach to pedagogy while maintaining a positive tone.

Step 2

In a 1- to 2-page response, describe at least two proactive strategies you would use to promote a positive image of your center in the community, and explain why the strategies are effective.

PART IV: ENLARGING YOUR NETWORK

Imagine that Green Hills Early Childhood Center is located in your community. Consider how you might partner with local, state, and/or national agencies and/or organizations to help grow your network of early childhood resources and promote healthy child development and learning. Write a 2- to 3-page narrative that:

Identifies at least two local, state, and national organizations and/or agencies you would like to partner with to serve the children and families at your center
(Note: Include at least one local organization and/or agency, and provide web links or other citations where appropriate.)
Explains why the organizations and/or agencies are appropriate partners and how they will contribute to the healthy development and learning of children in your center

Early Childhood Program Marketing Brochure

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ABOUT US Situated on top of a hill overlooking the downtown area, Green Hills Early Childhood Center has been providing high-quality childcare services for residents of Stoneriver City for the past 4 years. With enrollment of 60 children, ranging in age from 2–6 years, Green Hills strives to create an environment where the unique needs of every individual child can be nurtured so that they may develop a life-long love of learning. There are currently six classes within the center, with each group being led by a statecertified caregiver possessing a master’s degree in early childhood education. In addition to certified lead teachers, each classroom has two assistants for children 3 years of age or younger and one assistant per class of children 4 years or older. All assistants must be in the process of working toward acquiring their master’s degree in education while employed by Green Hills. The low teacher to student ratio is just one of the reasons why parents in the Stoneriver community continue to make the important decision of entrusting their child’s early education to Green Hills. Serving the Stoneriver City Community Stoneriver City is a small industrial city of about 110,000 people. Traditionally a factory hub for processing raw materials from the timber and stone industries of the surrounding countryside, Stoneriver City has seen a marked decline in blue-collar jobs over the last 30 years as factory jobs have been outsourced to other states and abroad. The city was in dire financial straits until about 10 years ago when the mayor convinced the board of Transfix Insurance to move their corporate headquarters to Stoneriver. The result has been an influx of wealthier individuals employed by the Transfix Corporation moving into the Stoneriver community, with many of the old industrial buildings in the downtown area being converted into luxury apartments. Businesses around the downtown area have sprung up to provide services for this wealthier demographic. Early Childhood Program Marketing Brochure

Take a quick stroll along Bank Street and you will find new establishments, such as the Wild Root organic food market, Kirby’s independent bookstore, and the Linen Llama clothing boutique, lining the sidewalks. However, outside of the downtown area of Stoneriver City the story is much different. As the city cedes to rural countryside, the median family income drops to about 25% of those in the city center. The ongoing decline in factory jobs has caused high levels of unemployment throughout the city. As the job market has continued to stagnate, Stoneriver has seen an uptick in civic involvement. Organizations such as the local Rotary Club and faith-based groups have seen strong increases in participation as residents work to solve Stoneriver’s myriad of social issues. One particularly common problem has been a dramatic increase in rates of alcoholism as the unemployment rate has steadily risen. In response to this high prevalence of substance abuse, Green Hills caregivers are trained to identify signs of physical and emotional abuse. Green Hills mission statement Green Hills was founded with the mission to serve all members of the Stoneriver community. We strive to promote the healthy growth and development of every child, with a focus on meeting the needs of the diverse children that comprise the social fabric of our great city. Walden University CECS MP002 May 14, 2014 Green Hills: Stoneriver’s Most Expensive Babysitting Service? By Lashanda Richards Light spills in through a large window and pools on two students gleefully engaged in playing with blocks. To some residents, the Green Hills Early Childhood Center, which is perched atop an idyllic hillside overlooking downtown, represents the pinnacle of early education in Stoneriver City. During its first 4 years in operation, Green Hills has developed a reputation for cultivating an inclusive atmosphere by admitting students from each of Stoneriver’s economically-diverse neighborhoods. But to those in the know, appearances can be deceiving. “Green Hills doesn’t teach children anything,” says Archie Burwell, whose daughter Christina spent 2 years at the center. “My daughter was woefully unprepared for kindergarten. She was way behind her fellow classmates in both reading and arithmetic to the point where her peers took notice.” Part of the problem appears to be Green Hills’ approach to structuring the time of enrolled children—even half-day students can spend up to 2 hours engaged in free play activities. Dr. Samuel Holzman, an expert in early childhood development at West Alma University, thinks so much unstructured time may be an issue. “Schools are more competitive today than they have ever been in the past. Families want their children to be prepared to compete for spots in the most selective schools, and that starts with kindergarten. Pre-K programs need to reassure families that they are providing their children with enough academic learning experiences to prepare students for success as they transition to elementary school.” Walden University CECS MP002 Michaela Campbell, who teaches 4- and 5-year-olds at Green Hills disagrees with the criticism. “Play is an important part of how children learn social and problem solving skills. Too much structured time may prevent children from exploring their interests and engaging in experimentation that stimulates cognition. And the materials and environment here are very intentionally designed to support children’s development in all areas. Early Childhood Program Marketing Brochure

They are learning all the time.” But Dr. Holzman feels Green Hills’s defense of their programs overstates the value of free play. “Research clearly shows that the benefit of unstructured free play is only temporary. Early education centers such as Green Hills must clearly demonstrate the ability of children to translate what they have learned to academic success, otherwise the advantages of Pre-K programs will wear off by the time the child has reached third grade. For many families, the monetary investment in Pre-K is too large for benefits that may last only a few years.” For the Burwell family, there is not much of a tradeoff— they decided to place their son Sam in an early childhood program that is less prestigious, but also less expensive. “Sam responded really well to the new early childhood program. He’s in kindergarten this year and is way ahead of where his sister was after attending Green Hills. We feel like he’s gotten a good foundational education, rather than attending the city’s most expensive babysitting service for the past few years.” May 14, 2014 CECS MP002: Marketing Early Childhood Programs Assessment Rubric 0 1 2 3 Not Present Needs Improvement Meets Expectations Exceeds Expectations Part I: Leveraging the Enthusiasm of Your Community Sub-Competency 1: Apply strategies to encourage family and staff promotion of early childhood programs within the community. Learning Objective 1.1: Explanation is missing. Explanation is vague or Response clearly explains Demonstrates the same Explain the role of incomplete. the role of families and level of achievement as families and staff in staff in promoting early “2” plus the following: promoting positive childhood programs. Rationale is compelling public relations for and persuasive. early childhood Rationale for the programs. importance of this role is clear and logical. Learning Objective 1.2: Response is missing. Response is vague or Response provides clear Demonstrates the same Develop talking points incomplete. and logical talking points level of achievement as to assist families and that effectively highlight “2” plus the following: staff in in promoting an early childhood Talking points are early childhood program. compelling and persuasive. programs. PS002: Oral Communication: Use effective oral presentation skills. Learning Objective Presenter mumbles or Presenter inconsistently Presenter engages the Presenter enhances PS 2.1: speaks in a monotone, uses clear enunciation, audience through mostly audience engagement Use clear enunciation, mispronounces words, correct pronunciation, clear enunciation, correct through consistently clear correct pronunciation, and/or struggles to find comfortable pacing, and pronunciation, enunciation, correct comfortable pacing, appropriate pacing or appropriate volume. comfortable pacing, and pronunciation, and appropriate volume. appropriate volume. comfortable pacing, and volume. appropriate volume. Learning Objective ©2014 Walden University Information is disorganized Organization of Organization of Organization of 1 PS 2.2: Organize information to be presented. Early Childhood Program Marketing Brochure

0 Not Present to a degree that impedes audience understanding. 1 Needs Improvement information minimally supports audience understanding. Part II: Developing Marketing Materials Sub-Competency 2: Create effective marketing materials. Learning Objective 2.1: Advertisement is missing. Advertisement provides Develop an limited information about advertisement to the program or is vague or attract new families to poorly organized. early childhood programs. Learning Objective 2.2: Evaluate strategies for identifying and attracting (includes advertising as a way of attracting) families with young children. Explanation is not present. Response is vague, illogical, and/or irrelevant to the audience or the purpose. 2 Meets Expectations information generally enhances audience understanding of concepts. 3 Exceeds Expectations information significantly enhances audience understanding of both general and specific concepts, and promotes audience engagement. Advertisement clearly communicates critical information about the program. Demonstrates the same level of achievement as “2” plus the following: Advertisement is appropriate for the purpose and the audience. Response clearly explains why the advertisement will be effective in attracting children and families to the center. Response provides a clear and logical rationale for the medium chosen. Advertisement is persuasive and dynamic and uses its structure to convey a specific purpose. Demonstrates the same level of achievement as “2” plus the following: Response describes more than two additional marketing materials that contribute to a larger marketing strategy. Response describes at least two additional marketing materials that contribute to a larger marketing strategy. Part III: Employing Public Relations Strategies ©2014 Walden University 2 0 1 2 Not Present Needs Improvement Meets Expectations Sub-Competency 3: Develop public relations strategies to promote a positive image of an early childhood center. Learning Objective 3.1: Response is missing. Response is vague, poorly Response provides a clear Develop a response to organized, or written in a defense of the program’s counter negative tone that is inappropriate guiding philosophy while publicity related to an for the purpose. maintaining a positive early childhood tone. program. Learning Objective 3.2: Describe proactive strategies for promoting positive publicity related to an early childhood program. Response is missing. Response is vague or incomplete Response clearly describes two appropriate proactive strategies for generating positive publicity for the program. Strategies are supported by logical connections to the professional knowledge base regarding public relations. 3 Exceeds Expectations Demonstrates the same level of achievement as “2” plus the following: Provides a compelling defense of the program using connections to the professional knowledge base. Demonstrates the same level of achievement as “2” plus the following: Response describes more than two proactive strategies that demonstrate a strong understanding of public relations in early childhood education settings. Part IV: Enlarging Your Network Sub-Competency 4: Analyze strategies for networking and collaborating with local, state, and national agencies that serve young children and families. Learning Objective 4.1: Response is missing. Early Childhood Program Marketing Brochure

Response is vague or Response identifies two Demonstrates the same Identify organizations incomplete. organizations and/or level of achievement as and/or agencies that agencies that can serve as “2” plus the following: early childhood effective partners in programs can partner promoting healthy child Response identifies more with to promote the development and learning, than two organizations healthy growth and including a web link for and/or agencies. development of each. ©2014 Walden University 3 0 Not Present children. Learning Objective 4.2: Explain how collaborating with local, state, and national agencies and/or organizations can promote healthy development and learning. Response is missing. 1 Needs Improvement Response is vague or incomplete. 2 Meets Expectations 3 Exceeds Expectations Response provides a clear and logical explanation of how collaborating with the two agencies and/or organizations identified would promote healthy development and learning and why partnering with them would benefit the center. Demonstrates the same level of achievement as “2” plus the following: Writing reflects competent use of standard edited American English. Grammar, spelling, and mechanics reflect a high level of accuracy in standard American English and enhance readability. Response provides a compelling rationale for partnering with these agencies and includes specific examples of how the partnership might benefit children and families. PS001: Written Communication: Demonstrate graduate-level writing skills. Learning Objective PS 1.1: Use proper grammar, spelling, and mechanics. Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability. Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability. Learning Objective PS 1.2: Organize writing to enhance clarity. Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate. Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity. Learning Objective PS 1.3: Support writing with appropriate resources. Writing does not integrate appropriate resources and content in support of ideas and argument. Writing loosely integrates some appropriate resources and content in support of ideas and ©2014 Walden University Errors in grammar, spelling, and/or mechanics do not negatively impact readability. Writing is generally wellorganized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas. Writing sufficiently integrates appropriate resources (which may include peer-reviewed Writing is consistently well-organized. Introductions, transitions, and conclusions are used effectively to enhance clarity, cohesion, and flow. Writing effectively integrates appropriate resources (which may include peer-reviewed 4 0 Not Present 1 Needs Improvement argument. Learning Objective PS 1.4: Apply APA style to written work. APA conventions are not applied. APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently. Learning Objective PS 1.5: Use appropriate vocabulary and tone for the audience and purpose. Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed. Vocabulary and tone have limited relevance to the audience. Early Childhood Program Marketing Brochure

©2014 Walden University 2 Meets Expectations resources) and content in support of ideas and argument. APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately. Vocabulary and tone are generally appropriate for the audience and support communication of key concepts. 3 Exceeds Expectations resources) and content to support and expand upon ideas and arguments. APA conventions for attribution of sources, structure, formatting, etc., are applied correctly and consistently throughout the paper. Sources are consistently cited appropriately and accurately. Vocabulary and tone are consistently tailored to the audience and effectively and directly support communication of key concepts. 5 CECS MP002: Marketing Early Childhood Programs Assessment Rubric 0 1 2 3 Not Present Needs Improvement Meets Expectations Exceeds Expectations Part I: Leveraging the Enthusiasm of Your Community Sub-Competency 1: Apply strategies to encourage family and staff promotion of early childhood programs within the community. Learning Objective 1.1: Explanation is missing. Explanation is vague or Response clearly explains Demonstrates the same Explain the role of incomplete. the role of families and level of achievement as families and staff in staff in promoting early “2” plus the following: promoting positive childhood programs. Rationale is compelling public relations for and persuasive. early childhood Rationale for the programs. importance of this role is clear and logical. Learning Objective 1.2: Response is missing. Response is vague or Response provides clear Demonstrates the same Develop talking points incomplete. and logical talking points level of achievement as to assist families and that effectively highlight “2” plus the following: staff in in promoting an early childhood Talking points are early childhood program. compelling and persuasive. programs. PS002: Oral Communication: Use effective oral presentation skills. Learning Objective Presenter mumbles or Presenter inconsistently Presenter engages the Presenter enhances PS 2.1: speaks in a monotone, uses clear enunciation, audience through mostly audience engagement Use clear enunciation, mispronounces words, correct pronunciation, clear enunciation, correct through consistently clear correct pronunciation, and/or struggles to find comfortable pacing, and pronunciation, enunciation, correct comfortable pacing, appropriate pacing or appropriate volume. comfortable pacing, and pronunciation, and appropriate volume. appropriate volume. comfortable pacing, and volume. appropriate volume. Early Childhood Program Marketing Brochure

Learning Objective ©2014 Walden University Information is disorganized Organization of Organization of Organization of 1 PS 2.2: Organize information to be presented. 0 Not Present to a degree that impedes audience understanding. 1 Needs Improvement information minimally supports audience understanding. Part II: Developing Marketing Materials Sub-Competency 2: Create effective marketing materials. Learning Objective 2.1: Advertisement is missing. Advertisement provides Develop an limited information about advertisement to the program or is vague or attract new families to poorly organized. early childhood programs. Learning Objective 2.2: Evaluate strategies for identifying and attracting (includes advertising as a way of attracting) families with young children. Explanation is not present. Response is vague, illogical, and/or irrelevant to the audience or the purpose. 2 Meets Expectations information generally enhances audience understanding of concepts. 3 Exceeds Expectations information significantly enhances audience understanding of both general and specific concepts, and promotes audience engagement. Advertisement clearly communicates critical information about the program. Demonstrates the same level of achievement as “2” plus the following: Advertisement is appropriate for the purpose and the audience. Response clearly explains why the advertisement will be effective in attracting children and families to the center. Response provides a clear and logical rationale for the medium chosen. Advertisement is persuasive and dynamic and uses its structure to convey a specific purpose. Demonstrates the same level of achievement as “2” plus the f .. Early Childhood Program Marketing Brochure