{"id":1068,"date":"2017-05-31T15:00:56","date_gmt":"2017-05-31T20:00:56","guid":{"rendered":"http:\/\/blogs.mlc-wels.edu\/wels-educator\/?p=1068"},"modified":"2017-05-31T12:44:40","modified_gmt":"2017-05-31T17:44:40","slug":"marketing-strategies-for-early-childhood-ministries","status":"publish","type":"post","link":"https:\/\/blogs.mlc-wels.edu\/wels-educator\/2017\/05\/31\/marketing-strategies-for-early-childhood-ministries\/","title":{"rendered":"Marketing Strategies for Early Childhood Ministries"},"content":{"rendered":"

Written by Lynn M. Jungen<\/em><\/p>\n

ECE directors and congregations may not think of parents as customers for their schools, but in reality they are. We can identify characteristics similar to those of any customer to learn what parents want and when they look for it.<\/p>\n

Consider your own buying habits. I have developed specific purchasing plans over my lifetime. I purchase linens in January when traditional \u201cWhite Sales\u201d are offered. I restock my quilting and sewing supplies during a national sewing event I attend in May. And I resupply wrapping paper and decorations during after-Christmas sales so I\u2019m ready for next year. My purchasing habits are based on specific needs and organized around sales that I as a customer can depend upon during the calendar year. Parents are looking to find something much more important than wrapping paper.<\/p>\n

Identify the Customer
\n<\/strong>Planning a successful marketing strategy begins with researching and identifying one\u2019s \u201ccustomers,\u201d which in this case are prospective families (Baker, 2012, p. 62). A number of key segments\u2014defined as \u201csubsets of prospective families who share one or more characteristics that cause them to \u2018buy\u2019 schools\u201d (Baker, 2012, p. 62)\u2014can be identified among prospective families. These subsets can be identified through use of surveys, home visit comments, parent-teacher consultation meetings, and discussions with individuals.<\/p>\n

I identified two subsets through such research at my preschool, St. Peter\u2019s Lutheran Tiny Treasures Preschool. Member families and families of neighboring WELS congregations are a subset primarily looking for Christ-centered education where God\u2019s Word is infused into every aspect of every activity. Nonmember families are a subset primarily looking for a safe place for their child, a licensed facility, a teacher with an early childhood degree, flexible scheduling, and aftercare.<\/p>\n

A child\u2019s age provided another group of key segments with specific characteristics. Parents of 3K students are a subset primarily interested in social exposure for their child. The small class size is appealing, as other area preschools have considerably larger classes and the parents feel the child may become overwhelmed by the sheer numbers in the room. Parents of 4K students as a subset are more interested in kindergarten preparation for their child and want to build on 3K social and emotional progress.<\/p>\n

A third key segment is generational. Grandparents form a subset, as they are vital participants in this mix, often doing initial research and forwarding recommendations to the parents. They are active participants in nurturing the child and often provide childcare for working parents. The parents themselves form a subset as they are of the millennial generation. This generation is characterized by their familiarity and dependence on technology to find information and their desire for input from others to validate decisions (Solomon, 2014).<\/p>\n

The analysis of these key segments determined a varied approach is necessary to reach and meet the needs of all segments.<\/p>\n

Analyze the Buying Cycle
\n<\/strong>Once the key segments are identified, it is time to discover how the segments actually select, or \u201cpurchase,\u201d a school. Baker (2012, p. 63) provides a list of questions to consider and ask via surveys, focus groups, parent-teacher consultations, and individual discussions. When do families begin considering school selection? How do they obtain information about a school?\u00a0 Whom do they ask for information and opinion? What websites are visited? When and by whom is the decision made?<\/p>\n

The Tiny Treasures buying cycle analysis determined how families in key segments actually decide how to select a school. Records reflect that January is the time families in both the WELS family and nonmember family key segments request enrollment information. Grandparents also request information at that time through direct conversation with me as director. Interviews with nonmember families indicate they are the key segment which uses technology or word of mouth, especially friends who have sent children to Tiny Treasures, as the first means of information. They then contact the school with specific questions about the preschool. Tiny Treasures records show that 50% of students are enrolled by April 1. The remaining 50% of students enroll in the summer months. These families usually asked for information in earlier months but waited until it was absolutely necessary to make a decision. All of these factors are included as the marketing plan is developed.<\/p>\n

Brand awareness (Baker, 2012, p. 66) is another component of the buying cycle. The customers\/families need to know who you are before they can even consider sending their children to your school. Five years ago when Tiny Treasures became a stand-alone preschool, many in the village, both individuals and businesses, did not know it existed. As of this date, many more families and businesses are aware of Tiny Treasures\u2019 presence due to family experience with the preschool, previous marketing efforts, and word of mouth. The goal to keep Tiny Treasures in the minds of all families within the Mishicot school district is an important part of the overall marketing plan.<\/p>\n

Conclusion
\n<\/strong>In summary, follow these four steps to market your preschool:<\/p>\n

    \n
  1. Research and identify one\u2019s \u201ccustomers,\u201d i.e., prospective families.<\/li>\n
  2. Identify the key segments and their specific characteristics.<\/li>\n
  3. Discover each key segment\u2019s buying cycle.<\/li>\n
  4. Use your data to develop your marketing plan to keep your school in the minds of your customers\/families.<\/li>\n<\/ol>\n

    To God be the glory!<\/em><\/p>\n

    Lynn M. Jungen <\/em>(DMLC \u201980) serves as early childhood director and teacher at St. Peter\u2019s Lutheran Tiny Treasures Preschool-Mishicot WI. Lynn is also enrolled in MLC\u2019s Master of Science in Educational Administration program for early childhood directors.<\/em><\/p>\n

    References
    \nBaker, Christine Hailer\u00a0 (Ed.)\u00a0 (2012)\u00a0The NAIS enrollment management handbook.\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0 <\/em>Washington, DC: The National Association of Independent Schools.<\/p>\n

    Gorman, Tom.\u00a0 (2011)\u00a0The complete idiot\u2019s guide to MBA basics; A crash course in business basics (<\/em>3rd<\/sup> edition). <\/em>\u00a0New York, NY:\u00a0 Penguin Group (USA), Inc.<\/p>\n

    Pinson, Linda.\u00a0 (2008)\u00a0 Anatomy of a business plan:\u00a0 The step-by-step guide to building a business and securing your company\u2019s future.<\/em>\u00a0 Tustin, CA:\u00a0 Out of Your Mind. . . and \u00a0\u00a0 Into the Marketplace.<\/p>\n

    Solomon, Micah.\u00a0 (2014, December 29).\u00a0 2015 Is the Year of the Millennial Customer:\u00a0 5 Key Traits These 80 Million Consumers Share.\u00a0 Forbes.<\/em>\u00a0 Retrieved from \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 http;:\/\/www.forbes.com\/sites\/micahsolomon\/2014\/12\/29\/5-traits-that-define-the-80-\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 million-millennial-customers-coming-your-way<\/p>\n

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