Marketing and Public Relations for the Early Childhood Program Director

I.     Course Prefix/Number: ECE 282

       Course Name: Marketing and Public Relations for the Early Childhood Program Director

       Credits: 2 (2 lecture; 0 lab)

II.    Prerequisite

ECE 273 or consent of department chair.

III.   Course (Catalog) Description

Course provides knowledge of fundamentals of effective marketing, public relations and community outreach for the early childhood director.  Focus is on developing a market plan and useful promotional literature, handbooks, newsletters and press releases.

IV.   Learning Objectives

Students will achieve the following objectives by developing an effective marketing and promotional plan.

  1. The ability to evaluate the cost-benefit of different marketing and promotional strategies.
  2. The ability to communicate the program's philosophy and promote a positive public image to parents, business leaders, public officials, and prospective fenders.
  3. The ability to promote linkages with local schools.
  4. The ability to conduct a needs analysis of the community.
  5. The ability to develop short-and-long range marketing plan to ensure full enrollment.
  6. Ability to design promotional materials.
  7. Ability to develop a media relations plan.
  8. Ability to host and promote a special event.

In addition to the objectives listed above, this course also meets the following Illinois Professional Teaching Standards and National Association for the Education of Young Children Teaching Standards.

STANDARD 2 – Content Area and Pedagogical Knowledge – The competent teacher has an in-depth understanding of content area knowledge that includes central concepts, methods, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.

Knowledge indicators – The competent teacher:
2A) understands theories and philosophies of learning and human development as they relate to the range of students in the classroom;
2B) understands major concepts, assumptions, debates, and principles; processes of inquiry; and theories that are central to the disciplines;

STANDARD 8 – Collaborative Relationships – The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.

Knowledge Indicators – The competent teacher:
8A) understands schools as organizations within the larger community context;

STANDARD 9 – Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.

Knowledge Indicators – The competent teacher:
9D) identifies paths for continuous professional growth and improvement, including the design of a professional growth plan;
9F) understands the roles of an advocate, the process of advocacy, and its place in combating or promoting certain school district practices affecting students;

NAEYC Standards

STANDARD 1. Promoting Child Development and Learning
Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.

Key elements of STANDARD 1
1A) Knowing and understanding young children’s characteristics and needs, from birth through age 8

STANDARD 2 – Building Family and Community Relationships
Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.

Key elements of STANDARD 2
2A) Knowing about and understanding diverse family and community characteristics
2B) Supporting and engaging families and communities through respectful, reciprocal relationships.

STANDARD 5 – Using Content Knowledge to Build Meaning Curriculum
Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.

Key elements of STANDARD 5
5A) Understanding content knowledge and resources in academic disciplines: language and literacy; the arts – music, creative movement, dance, drama, visual arts; mathematics; science, physical activity, physical education, health and safety; and social studies.
5B) Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines

V.    Academic Integrity and Student Conduct

Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton's Code of Academic Conduct. This code prohibits:

• cheating,
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.

There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.

Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
www.oakton.edu/studentlife/student-handbook.pdf

VI.   Sequence of Topics

The Market Plan
Market research/Needs Analysis
Industry Overview
Understanding Your Consumer
Marketing Strategies
Promotional Plan
Advertising
Direct Marketing
Internet Marketing
Media Relations
Press Releases
Event Planning
Writing for Public Relations
Fundraising

VII.  Methods of Instruction

Lecture, small group work, guest speakers
Course may be taught as face-to-face, hybrid or online course.

VIII. Course Practices Required

Course may be taught as face-to-face, hybrid, or on line course.

Desk top publishing software.

IX.   Instructional Materials

Note: Current textbook information for each course and section is available on Oakton's Schedule of Classes.

X.    Methods of Evaluating Student Progress

Market Plan
Promotional Literature
Media Plan
Event Plan

XI.   Other Course Information



If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.

Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.

Resources and support for
  • pregnancy-related and parenting accommodations; and
  • victims of sexual misconduct
can be found at www.oakton.edu/title9/.

Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.