Developing a Marketing Communications Plan for Organization Assignment

Assignment Task

Develop a marketing communications plan for a real-world organization. Students will present the highlights from their report in class time and where possible to the client.

Report

Group consulting project to devise a marking communications plan for a real organisation

Students will prepare a marketing communications plan for a “live case study organisation” and will make a presentation on this case. Any theory included in the report must be applied to the case study organisation rather than simply described.

When writing your report, you should always ask yourself this question: ‘Would you be happy for the client to read this?’

Transitions occur multiple times a day in an early childhood service, and often the most difficult is the home-to-care transition in the morning. To make this a positive transition is essential that educators, children and families work together to develop respectful relationships, formed of open communication to encourage both children's and families' sense of belonging (ECA, 2019).

Parents would be assured that their child's reactions are a normal response to a new environment, reminded that the children are being introduced to new adults and peers in an unfamiliar environment. For many, this is the first time being separated from their caregiver, whom they are used to relying on for emotional regulation (Nystad, 2021). They would be told that in fact, separation distress and using the parent as a secure base indicates the existence of a true attachment bond (Berk, 2009). Parents of infants would be informed that this is particularly prevalent as the child has not yet developed the language to understand the situation, and as the child ages usually signs of distress diminish. The families would be provided information to help them understand the ethological attachment theory and it would be discussed that the child can build secure attachments with others as well as their primary caregiver. It would be explained that building secure trusting relationships is at the heart of the centre's practice and following the EYLF practice of continuity of learning and transitions, provides the children with familiar routines and faces to build their sense of trust and support their sense of belonging (ADGE, 2022). Parents would be encouraged to ask any questions and reminded that the centre respects them as the primary caregiver and the importance of working together in partnership to provide the best care for their child.

Transitions are less stressful when the child has a strong relationship with a member or members of staff within the centre (Beban & McCormilla, 2012). Therefore, it is fundamental that educators work to build secure, respectful and reciprocal relationships with children and their families (ADGE, 2022). This EYLF principle forms the base of a strategy to be used to help children transition into the centre. Before beginning in the care program children and their families are to be invited into the centre for an orientation program. This allows the children time to get used to the new setting and to build connections with educators. Parents are invited to spend as much time as they like with their children but are encouraged to practice goodbye routines, gradually increasing the time the child is left in the centre. During this time educators and families can work together to establish routines or rituals, that will be used during the morning transition and are individual to the child and their shown interests during the orientation. Importantly, the orientation includes a primary carer approach, a specific educator is assigned to the child and they are the main staff supporting the child and their families during the program and into the transition to the centre (Kennedy, 2013). The centre must then ensure that the scheduling of staff allows continuity of care to support the child as highlighted in NQS 4.1.2 (ACECQA, 2020).

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