Family Child Care | Growing Children

Marketing 101: Boosting Enrollment in Your Child Care Program

Posted on May 22, 2013 by Karen Middendorf

“All the marketing in the world is not going to help if you do not offer a quality program.”

I often get asked, “What are the best ways to build enrollment in my early childhood program?” There’s no easy answer. As a matter of fact, a good marketing program coupled with a mediocre early childhood program will actually lead to declining enrollment. Why? Because a good marketing program means that people will learn sooner rather than later of the program’s poor quality. Parents are smart consumers. You can bring them in with smooth talking and glitzy marketing, but if the program is not high quality, parents will not stay. Parents will also not refer their friends, family, co-workers or neighbors unless you offer a top quality program that meets their needs and their children’s needs.

There are many good evaluation tools and checklists you can use to assess your program’s quality. My favorites include the booklets published by NAEYC’s National Academy of Early Childhood Programs and the Early Childhood Environment Rating Scales. I encourage all directors to take a look at your program and make any necessary changes before beginning a full scale marketing program.

You already know that it is important to know how many young children and families live in your area. However, you also need to know something about the families you want to attract to your program. What benefits and features of an early childhood program appeal to them? What is the average size of these families? How old are the children? Where do the parents live and work? Why would they want to come to your center? When you know some of these answers, you will know what types of written materials to develop for them, how to reach them when you promote your program and what to talk about when they call and visit.

Once you know your parents a little better, plan how you’ll appeal to them. Do you have a brochure? How about a logo? Are you advertising in places that reach your potential parents? I was once taught the 5 P’s that may help: PRICE, PROGRAM, PLACE, PROMOTION and PARENTS. All 5 should be working together. For example, the price should be one the parents you are trying to attract can afford, and your program should be consistent with the needs in your neighborhood. And remember: what you’re marketing should be reflected in the quality of care the children in your center are receiving.

Know what makes your program special. What makes your program different from, and better than, all the other early childhood programs in your area? Why do parents come to your center rather than the one down the street? However you answer this – your staff/child ratios, extracurricular programs, price or teacher qualifications – becomes your competitive advantage. It should become the foundation of your marketing efforts.

Know your competition. Visit them, not just once, but periodically during the year. Find out tuition prices, their services, the kinds of families they attract and what makes them special. When you know your competition, you know what you are doing better. This becomes the focus for everything you do to build enrollment. Be careful how you define your competition. Don’t limit yourself to other programs just like yours. For example, if you are an all day child care center, are family child care homes competing with you for children? How about public school programs? It is important to look at all programs that offer services to children in your area.

The last step is to develop a strategy for action. Make no mistake about it: a center without an action plan will not succeed in building enrollment. There are too many distractions in your job as director to keep you from building enrollment. So when you’re ready to get started, be realistic, be patient, remain committed, do some delegating and have fun. Action plans and knowing your target audience will get you enrollment and happy customers.

Filed under: Best Practice, Directors & Administrators, Early Childhood, Family Child Care, Uncategorized | Tagged: child care, early childhood, marketing | Leave a Comment »

Stickers for good behavior?

Posted on March 6, 2013 by Patty Taylor

In a recent meeting, the topic of rewarding children for good behavior came up. This can be a touchy subject. Although I have my own opinions on the subject I chose to sit back and listen as the discussion unfolded. The conversation became quite spirited: raised voices, red faces. As my colleagues argued, I reflected upon my own knowledge and experience with reward systems and young children.

Rewarding children for good behavior is giving a child something tangible (for example, stickers or small toys) for successfully completing a required task or successfully exhibiting the expected behavior in a situation. Teachers often implement a reward system in their classroom to ensure children follow the classroom rules. The reward system is often in the form of a chart. Children can collect stickers or tokens for the chart each time they behave the way the teacher wants. Children can later swap the stickers for a reward.

A classroom reward system can help a new or struggling teacher focus on children’s positive behavior instead of the negative. Working for prizes can be motivating and that motivation can help a teacher and her students feel less stressed throughout the day. In fact, as a young and inexperienced teacher I often used a reward system to make it through the day. I simply didn’t have any other tools to get the desired behavior from my 4-year-old students. The reward system worked. I began to feel as if I had some control in my classroom, the system was easy and the children seemed happy.

However, I soon found out that a reward system is only good as a short-term fix. My students became wise to my ways and they upped the ante. I soon noticed I needed to provide more and larger items to reach my desired results. Also, some children simply no longer cared about the reward. I needed to do something different and I needed to do it quickly. I needed to allow the children to feel the pleasure of a job well done. They needed an opportunity to experience choices. They needed permission to grow based upon the choices they made, not on the reward I had to offer that day.

I began by weaning them off a reward system that was based upon tangible prizes and I began to really communicate with my children. I became more intentional and consistent with my expectations. We reviewed the rules and expectations daily. We discussed what may happen if we leave puzzles on the floor. We talked about how it feels to be hit. We talked about what will happen if someone chooses to hurt a friend. We became problem-solving partners in the classroom. Instead of adding stickers to a chart I added specific praise and encouragement. I often told my children how proud their faces look when they remembered to put their work away. I told them they were being good friends by offering to work together with someone instead of keeping the blocks to themselves and I coached them through arguments. We made classroom books that included pictures of them following the rules. We showed respect for others by saying “please” and “thank you.” The children began to own their behavior and they began to experience how good it feels to do a good job, to be a good friend and make a good choice for the sake of doing it, not for the prize at the end of the day.

Filed under: Best Practice, Early Childhood, Family Child Care, Preschool | Tagged: children, early childhood, preschool, school, teachers | 2 Comments »

More Than Just a Biter

Posted on January 22, 2013 by 4cforchildren

Many years ago when I was a young and naive preschool teacher, I met with the parents of a child who would soon be entering my classroom. Aaron was an adorable 3-year-old boy with bright blue eyes and a gorgeous smile. As I was observing Aaron shyly interacting with a few of his peers, Aaron’s mother dropped the bomb. She said the words that have haunted teachers since the beginning of time: “Aaron has problems with biting.” I must admit my world went dark for just a moment. But as a professional, I was able to offer a smile and a bit of encouragement. I told her we would work together to help Aaron. We both wanted Aaron to be happy and successful in the classroom, but my heart was in my stomach.

After the family left I began to ponder this new challenge. What was I going to do? What if he hurt another child? What if he hurt me? Instead of worrying I decided to investigate. I began my research by talking with more experienced teachers. I wanted to hear and learn from their experiences. I read articles in magazines and textbooks. I also had a more in-depth conversation with Aaron’s parents. I asked questions and I listened.

There are many reasons children bite. Infants and toddlers bite because it’s part of a normal developmental phase. It is a form of exploration since they learn most about their world through their mouth. Sometimes they bite simply because something is there to bite or because biting relieves the pain of teething. Toddlers sometimes bite as a form of communication. Young children lack the language and communication skills to say, “I want that,” or I’m tired.” So, they bite to express a need or as a way of telling us something important. Sometimes children even bite because they are so happy and excited that they truly don’t know how to express it.

As children reach preschool age, biting occurrences should decrease. However, preschoolers may bite for the same reasons as infants and toddlers. A preschooler may bite to exert control over a situation where he feels helpless. He may bite for attention, as a self-defense strategy or out of extreme frustration and anger. In very rare cases, a preschooler’s bite may indicate deeper issues and concerns.

It’s important for adults to be aware of the circumstances surrounding biting. Does biting occur around the same time each day? What happens just before and after an incident? Can the teacher see the frustration building in the child before he bites? Can the teacher intervene before the biting occurs? Are there any changes in the child’s health, family or home life that may be causing the child to feel the need to bite? What can the teacher do within the environment to prevent biting?

When biting occurs, try and stay calm. It’s important to step in immediately but don’t yell, offer lengthy explanations or say things to crush the biter’s spirit. It’s okay to firmly say things like, “I don’t like it when you bite people. It hurts.” Or simply say, “No biting!” It’s even better to offer the child the words he needs to express himself. For example, a teacher can say, “I know you are very sleepy, but it’s not okay to bite your friends.” Teachers should also help the child who has been bitten. It’s important to comfort the child and apply the appropriate first aid.

Most of all, it’s important for every child care center to have a policy addressing biting. Teachers and parents should know the policy, follow it and support it. After all, everyone wants the best for the children. We all want children to feel safe and loved. Only when those basic needs are met are children free to relax and learn.

After Aaron entered my classroom there were a few biting incidents and some tears, but with support and team work Aaron and his classmates learned that although every behavior has meaning not every child has to be labeled because of his behavior. Aaron was not “a biter”. He was an innocent little boy who sometimes bit others but most of all he loved learning and being with his friends.

- Patty

Filed under: Advocating for Children, Best Practice, Directors & Administrators, Early Childhood, Family Child Care, Infants and Toddlers, Preschool | Tagged: biting, challenging behaviors, children, early childhood, education, teachers | Leave a Comment »

Looking for fun? You’ll find it at the library!

Posted on November 2, 2012 by 4cforchildren

Advertisers spend billions of dollars telling children exactly where to find happiness and satisfaction: fast food restaurants, toy stores, amusement parks. But there’s another place in town offering our children happiness, satisfaction and a lot more: your local library! Most libraries can’t afford a splashy ad campaign to entice our children, however, so it’s up to us to get them interested!

Begin by promoting weekly library time for your family in your center or child care home. Schedule the library to come into your center for monthly visits and make this as special as a TV show or holiday.

Educate the parents in your programs about the importance of the library and all the library has to offer. Share with them that the library offers comfortable places for them to sit with their children and enjoy books together. Reading stories to your child can be a time of closeness and sharing. Be sure to build in time for it at every library visit, and explore the other resources your library has to offer! The children’s section in many libraries includes magazines for the very young, puzzles, tapes to listen to and toys to play with. Libraries are now equipped with computers and computer games, but nothing beats a good old fashioned story time.

Get to know your librarian. You want children to see that librarians are approachable grown-ups who can introduce them to good books. Question the librarian about where to find books that are age-approproate. Ask about special events at the library: movie nights, craft activities, puppet shows, cooking lessons and much more. Librarians know lots of ways to keep children interested in stories and books. Watching one in action is a good way to pick up some tips on reading to your own children.

Try to end each visit by following a predictable routine. You might look at something interesting such as an aquarium or a favorite picture first, then check out books and wave goodbye to the librarian. Doing things the same way each time makes it easier to get your children to leave the library, but if you’re lucky, they won’t want to!

Filed under: Directors & Administrators, Early Childhood, Family Child Care, Preschool, School Age | Tagged: books, child care, children, early childhood education, education, families, libraries, library, literary, parents, reading, school, teachers | Leave a Comment »

When Respite is Needed

Posted on September 26, 2012 by 4cforchildren

A month ago, 4C released the news that it had formed a partnership with the U.S. Air Force to help military families with special needs children who are in need of respite care.

For several years, I was an Early Intervention Specialist working with infants and toddlers with special needs. My “home base” was a children’s hospital where I provided services to inpatient children and families. I often observed these parents working on their weekly family schedules. I was amazed at the amount of coordination, skill and stress involved in managing this puzzle. Just for the child I was working with, there were often multiple doctors and therapists to meet. Add into the mix, sibling school, sport and meeting schedules as well as parent work or school commitments. That didn’t include grocery shopping, cleaning, dinner or just enjoying each other’s company!

While many families struggle with balancing the demands of family life and all parents need a break once in a while, it is a more elaborate balancing act for families of children with special needs. This can create stress for each member of the family. Not only is having enough time and energy an issue, but it is often difficult finding someone to provide care for the child with special needs. In many situations, this means that the family misses activities or one parent stays home, splitting the family up. I encountered this during my work with hospitalized infants and toddlers. Having quality support helps everyone in the family, including the other children, by reducing the stress level and sustaining the relationships within the family.

Please keep this in mind when working with your families. Take some time to ask how they are doing and how the whole family is doing. Understand that parents of special needs children may not be able to make every event or program that you have. Try to help find other ways for them to be involved at your center. While not all the families will qualify for the Air Force respite care program, there are other resources in the community that offer respite care for families of children with special needs. Become a resource for your parents! Find out about other services that are offered in your area and check with your county Board of Developmental Disabilities for information for families. The Board of DD will be able to help coordinate services and they are a wealth of information for families and teachers.

–Nicole May

Filed under: advocacy, Family Child Care, schools, Special Needs, teachers | Leave a Comment »

Celebrating What’s Right!

Posted on August 23, 2012 by 4cforchildren

This year I have had the privilege of serving as the facilitator for the monthly sessions of 4C’s leadership seminar for administrators. Developing Early Childhood Leaders (DECL) is designed to help administrators further develop leadership and advocacy skills in the field of early childhood education. This month we watched a video titled “Celebrating What’s Right With the World.” Dewitt Jones, a photographer for National Geographic, narrates the video while we see his striking images from all over the world. He shares experiences and life lessons learned as his job has taken him all over the world.

As I viewed his masterpieces and listened to his pearls of wisdom, one stuck with me and resonated. Dewitt said to celebrate what’s right with the situation instead of griping about what’s wrong. This makes us more receptive to change and gives us the energy to change.

Classroom teachers are dealt a hand each morning that they have very little control over: Maddie’s mom is angry that her shirt was dirty yesterday, Kerry is acting out in class because her parents are divorcing. Bryce’s dad always drops him off at 6:30 am and he is tired all day in class. At first glance it may be difficult to see what you could possibly celebrate in challenging situations like these, but you have to look closely at each situation and dig deep. Maddie’s mom cares about her daughter’s appearance and is sharing her feelings with you because she feels safe enough to do so. Kerry feels comfortable enough to express her feelings in your classroom because she knows you care about her. Bryce’s dad is a hard worker and values the care you offer each day when he has to be at work early. When you begin to realize what a family’s values are, you will begin to understand the family’s culture. Understanding the views of our families is essential to providing individualized instruction. We will also have a better line of communication that will make future problems easier to solve.

Filed under: Advocating for Children, Early Childhood, Family Child Care, General, Parents, teachers | Leave a Comment »

Unplug Your Summer!

Posted on August 3, 2012 by 4cforchildren

This is the first summer that my children have not attended some kind of camp during their summer break from school. The lesson I’ve learned? TV is evil!

I am taking measures in my home to decrease screen time for my children, but playing outside is apparently the worst suggestion I can make for how they ought to be spending their time! All I hear is how hot it is and that there is nothing to do, but for years both of my children participated in summer camps where they were outside 100 percent of the time sweating their brains out, playing in creeks, building forts and playing games, all the while getting extremely dirty. I could go on and on about the stories they would come home with when I asked them, “So, what did you do today?”

But when I ask that same question these days the answer seems to revolve around a TV character or what new game they found online or which level they finally made it to on their DS. And I have to ask myself, what about the kids out there that spend their summer plugged in because that is the only child care their parents can afford? Or if the child care program they attend while their parents are at work only takes children outside for 15 or 20 minutes per day (if that) to play on the same swing set they have been playing on for years?

Despite the fact that the American Academy of Pediatrics recommends absolutely no screen time for children under two due to language delays, this just isn’t the reality in many homes and child care programs. According to the Campaign for a Commercial-Free Childhood, 40 percent of infants are regular viewers of screen media, and preschoolers spend on average 32 hours a week with screen media. The American Academy of Pediatrics also states that school age children shouldn’t be exposed to more than two hours of total screen time per day, but that’s obviously not the case for many children, including mine recently! So, what can we do differently?

While parents can set guidelines for screen time in the home (I am making my children “earn” their TV time by completing chores and spending some much-needed time outside), I would encourage child care programs to avoid TV completely. Children are almost certainly getting some of their screen time at home after they leave our programs, and we have the opportunity during the day to give them new experiences and enrich their lives. I am hard pressed to find something that is more worthwhile on the TV than in real life! The rewards that come from sitting down with a child and reading a book together, playing a game or just talking with them are endless. They feel nurtured, special and are being exposed to new vocabulary. You just can’t replicate that with a screen!

Filed under: Early Childhood, Family Child Care, Infants and Toddlers, Parents, Preschool, School Age | Tagged: child care, children, early childhood, kids, preschool, school, screen time, teachers, television | Leave a Comment »

Building a Foundation of Trust

Posted on July 24, 2012 by 4cforchildren

“Trust is the glue of life. It’s the most essential ingredient in effective communication. It’s the foundational principle that holds all relationships.”

- Stephen R. Covey

A friend of mine recently enrolled her two children in child care for the first time. She’s a very private person, but chose to share with the child care provider that she was going through a divorce. What she didn’t choose to share was that her husband and the children’s father is an abusive man. Does it surprise you that she would withhold this information? I wasn’t surprised. My friend needs to learn to trust her child care provider, and that process takes time.

Building a foundation of trust is critical for all families, and for all child care providers who hope to have a positive relationship with the parents of the children in their care. What can we do to lay the foundation? We need to be patient and consistent, and most of all we need to keep a focus on good communication with families.

First we need to be sure to meet with families in a safe and comfortable environment. Give yourself enough time to exchange ideas and information, and listen with an open mind in all your communications with families. Be sure to clarify expectations and share honestly. If parents ask you a question that you don’t know the answer to, be honest. Let the family know you’ll get back to them with the information, and then do it!

It’s so important to respect the parents’ levels of knowledge, understanding or interest. When we make assumptions about a parent, however innocently, we run the risk of destroying our chances to develop a strong relationship with that parent. For example, don’t always assume a busy parent is a disinterested parent. They could be distracted that day by one of life’s many other challenges… I know some days I am!

Remember that parents are their child’s first teachers, and when they feel that we respect and trust them, they are more likely to respect and trust us.

Filed under: Early Childhood, Family Child Care, Parents | Tagged: child care, children, early childhood education, families, family, family child care, parents, preschool, relationships with parents, teachers | Leave a Comment »

Move Over Rachel Ray: Cooking With Children

Posted on February 28, 2012 by 4cforchildren

As a little girl, some of my fondest memories are of times spent in the kitchen helping my mom bake cookies. We would pull a chair over to the counter and I would scramble up to start the adventure. Measuring, dumping ingredients and trying to wield the mixer so the ingredients didn’t splatter all over the window; these were tasks that I performed with pride. The reward of a tall glass of cold milk and a plate of warm cookies were well worth the agonizing minutes that I spent asking, “Is it time?”

Cooking in the home – or the classroom! – offers children of all ages chances to grow in so many ways! Here are just a few:

Children experience math concepts when cooking through measurement, counting, sorting and sequencing of steps. They also experience quantity concepts such as full and empty, many and few.
Science skills are fostered by utilizing their senses, discussions of food groups, observation and prediction, chemical change and comparison skills such as wet vs. dry.
Motor skills are strengthened through kneading, pouring, rolling and stirring. Fine motor skills are enhanced by using plastic knives to cut and grip utensils.
Literacy is expanded through an increased exposure to new vocabulary. Children also love to write their own recipes! For younger children, teachers can write while the child dictates their steps.
Culinary experiences offer children the opportunity to explore traditions and cultures of their own family as well as those of their classmates. For many families cooking and family meals are steeped in traditional meals and treats made and passed down through generations. These traditions become a child’s history and memories, and provides a terrific opportunity to involve parents in the classroom.

By watching adults model the skills needed to create various foods, children are gaining the knowledge needed to make healthy food choices and the opportunity to practice, in a hands on way, many of the above concepts. Some teachers may shy away from cooking with children because of the mess. But messes are just another part of the cooking process that children can help with! In my preschool classroom, the small broom and dustpan were a favorite among students.

I encourage you to pull out the pots and pans, rolling pins and mixers. Why not try out a new recipe, like this one from Cook and Learn: Pictorial Single Portion Recipes? It is a great example of a recipe that allows children to break the tasks involved into simple, sequenced steps. Cooking with children is rich in rewards for everyone involved, not to mention you get to share a tasty treat when you’re finished!

Filed under: Early Childhood, Family Child Care, Preschool, School Age | Tagged: children, cooking with children, early childhood education, preschool, teachers | 2 Comments »

Respecting Young Children

Posted on January 19, 2012 by 4cforchildren

I’ve always had a passion for working with young children. The longer I am in the early childhood education field and the more I see our culture’s perspective on early education change, the more passionate I am becoming about treating children with respect.

What does respecting a child mean? I think it can mean a multitude of things. Allowing a child choice is respect. “Would you like to play in the blocks or draw?” “Would you like to put your shoes on or would you like me to help you?” Isn’t that simple? When we give children choices, it tells them we respect their opinion and value them as a person.

We can ask them questions. “What do you think we should talk about this week?” “I noticed you brought your bear to school today, would you like to do a project about bears?” Giving children choices during the day and about what activities that will be offered in the classroom shows children that they are contributing members of the group.

We can show children respect also by honoring their feelings. Saying to a child who is crying to “shake it off” is not validating the way that he or she feels. It’s doing exactly the opposite! We should instead try to say to the child, “I see you are crying. What can I do to help you?” “I saw you fall on the floor. Did that scare you? Would you like a hug?” These sentences can help the child feel safe enough to show emotions and will allow the child to express thoughts and feelings in the classroom. When those emotions are squelched or devalued, productive learning may not occur. If a child does not feel safe in the classroom, exploration will not happen.

This may sound silly, but offering developmentally appropriate materials and activities is showing respect to children. Sitting infants in a circle and showing flash cards to them is not developmentally appropriate. Compelling toddlers to watch a lengthy video on sign language is not developmentally appropriate. Telling preschoolers they have to sit and complete a worksheet is not developmentally appropriate. However, giving the children opportunities to work at their own pace, on activities that interest them, is appropriate.

I know all of these ideas sound simple, but during the heat of the day, some of these things can be pushed to the side or completely forgotten. As I work with teachers on a daily basis, I tell them repeatedly that if they don’t remember much of what I say, remember this: You are a vital part of children’s early development. The impact early care and education teachers have on children is huge.

So, what are you going to do to show respect to young children?

Filed under: Advocating for Children, Early Childhood, Family Child Care, Infants and Toddlers, Preschool | Leave a Comment »

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