As a childcare provider, building positive relationships with parents is crucial for the well-being of their children. While these relationships are often warm and positive, there are times when difficult conversations need to be had. Knowing how to communicate effectively in these situations is essential. Here are four key steps to follow when having difficult conversations with parents. Step 1: Notice how you are feeling. Tuning into your own feelings is critical when approaching difficult conversations. Before you begin, take a moment to reflect on what you hope to accomplish from the conversation. Define your goal and think about how you can achieve it while avoiding what you don't want to happen. Step 2: Avoid silence or violence. Even with the best intentions, conversations can turn negative quickly. It's important to recognize when things start to become difficult, as this is often a result of feeling attacked or put on the spot. Responding with silence or violence will never lead to a positive outcome. Instead, focus on finding common ground and creating a mutual purpose. Step 3: Create a mutual purpose. When things become tense, apologize, if necessary, and clarify your intentions. By focusing on the child's experience, tension can be reduced, and joint problem-solving can occur. For example, if a child is throwing a tantrum at pick-up time, you can help the parent understand what the child is trying to communicate. This helps to create a mutual purpose and move the conversation forward in a positive direction. Step 4: Develop a plan. Developing a plan together with parents on how to handle child-rearing issues helps to build a partnership rather than a competition. Start by using "I" statements to express your concerns and ask for the parent's perspective. Work together to find a place to compromise and agree on the next steps. Remember to check in regularly to assess progress and make any necessary adjustments. In conclusion, effective communication is key when having difficult conversations with parents. By following these four steps, you can ensure that these conversations are productive, build positive relationships, and provide the best care possible for the children. Remember, a relationship is a living thing that needs to be nurtured and grown over time. Check in regularly with parents to keep the lines of communication open and maintain a positive relationship.

Early childhood administrators have been through a lot in the past years: a worldwide pandemic that crippled the enrollment of many childcare centers, an acceptance of technology and its benefits, and the staffing crisis that was created as an aftermath of the pandemic. Many of these things caused an exodus of good people from childcare. The remaining administrators may be left feeling exhausted and out of ideas to improve themselves and the morale at your center. The following are some suggestions that can help: Be positive. Being positive helps you overcome minor setbacks while maintaining a positive self-image. Find at least one positive thing in every negative experience. Smile, laugh and listen to the happy sounds in your childcare environment. Seek out other happy motivated people, adults and children. Practice gratitude and appreciation for the work you do and the positive impact you have on the lives of children and families. Take time to reflect on your accomplishments and celebrate them. Communicate effectively and build positive relationships with staff, families, and community members. Use positive language and focus on solutions rather than problems. Seek out feedback and suggestions to improve your leadership and management style. Stay up-to-date with the latest research and best practices in the early childhood field. Attend conferences, workshops and trainings to enhance your knowledge and skills. Seek out mentorship and coaching to gain new perspectives and insights. Create a positive and supportive work environment that encourages collaboration, creativity and a sense of community among staff members. Recognize and reward good work, and provide opportunities for professional growth and development. Lead by example and model positive behavior for staff and children. Show empathy and understanding, and listen actively to the concerns and needs of others. Encourage a growth mindset and a willingness to learn from mistakes. Finally, take care of your own physical and mental health. Prioritize self-care, including exercise, healthy eating and restful sleep. Make time for hobbies and activities that bring you joy and help you relax. Remember that a positive attitude starts with taking care of yourself. Administrators are the cornerstone of a childcare center. They set the tone and direction for their early childhood environment. Remember that administrators need love too. The best thing you can do for your center is to prioritize your own well-being to lead your center to success.

The Week of the Young Child® is an annual celebration sponsored by the National Association for the Education of Young Children (NAEYC), the world's largest early childhood education association, with nearly 60,000 members and a network of 52 Affiliates. The purpose of the Week of the Young Child® is to focus public attention on the needs of young children and their families and to recognize the early childhood programs and services that meet those needs. NAEYC first established the Week of the Young Child® in 1971, recognizing that the early childhood years (birth through age 8) lay the foundation for children's success in school and later life. The Week of the Young Child® is a time to plan how we—as citizens of a community, of a state, and of a nation—will better meet the needs of all young children and their families. NAEYC designates the week of the young child dates and themes, but events are planned and implemented by local programs and communities. Celebrations are organized and coordinated by individual early childhood programs and community organizations providing services to young children and families. Local organizations are welcome to change and adapt the celebrations to their own needs. The following are the suggested dates and themes from NAEYC. Things you can do on Kick-off Saturday: Post a video, blog or social media post sharing why you celebrate Week of the Young Child and what you do to prepare. Plan a virtual event with your social media community. Take some time for yourself, reorganize and re-energize so that you’re ready for the week ahead. Create a dancing playlist for Music Monday. Search your kitchen for ingredients for your Tasty Tuesday activity. For Work Together Wednesday, work with other educators in your program to draft a group letter to your elected officials, emphasizing the need to #InvestinECE. Gather your arts and crafts for Artsy Thursday. Draft an email to parents explaining what they should expect during #WOYC23 and how they can prepare for your Family Friday activities. MUSIC MONDAY When children sing, dance, and listen to music, they develop their language and early literacy skills while being active and encouraging movement. Make up and record your own unique version of a song or write your own, and share it on Facebook, Twitter, and Instagram using the #WOYC23 hashtag. TASTY TUESDAY This fun, food-themed day is about more than just cheese and crackers. Cooking together connects math with literacy skills, science, and more. With the rise in childhood obesity, you can encourage healthy nutrition and fitness habits at home and in the classroom. Create your own healthy snacks and share the recipes and photos of your creations on Facebook, Twitter, and Instagram using the #WOYC23 hashtag. WORK TOGETHER WEDNESDAY When children build together, they explore math and science concepts and develop their social and early literacy skills. Children can use any building material from a fort of branches on the playground to a block city in the classroom, or a hideaway made from couch pillows at home. ARTSY THURSDAY Think, problem solve, create! Children develop creativity, social skills and fine motor skills with open-ended art projects where children make choices, use their imaginations, and create with their hands. On Artsy Thursday celebrate the joy and learning children experience when engaged in creative art making. Use materials - from crayons to paint, clay to crafts! FAMILY FRIDAY Engaging and celebrating families is at the heart of supporting our youngest learners. NAEYC applauds family members’ role as young children’s first and most important teachers. Share pictures and stories about your family on Facebook, Twitter, and Instagram using the #WOYC23 hashtag.

Children thrive on routine. Children feel more confident and secure when their daily activities are predictable and familiar. When infants and toddlers are part of familiar activities and routines, they develop relationships with the people they interact with and gain a sense of belonging and self-confidence. As older toddlers and young children grow, they can follow routines, demonstrate emerging independence, and adjust to change more easily. A purposeful child care daily schedule provides ample time for the most important age-appropriate experiences for children. Schedules and routines in the group care setting, and at home, help children: Feel in control of their environment. Feel safe, secure, and comfortable. Know what is happening now and what comes next. Know how to do an activity or task. Engage in learning. What is the difference between a schedule and a routine? A schedule represents the big picture and includes main activities that happen across the day. It labels each part of the day and sets a beginning and end time for each part. Routines are the steps needed to complete each part of the schedule. A routine is what happens during each part of the day. A consistent daily schedule and step-by-step routines: Provide structure Schedules provide a structure for the children's day so that they know what to expect. A basic schedule that allows for some flexibility helps children to monitor their behavior and develop a sense of time and what comes next. Give children predictability Children who have not yet learned to tell time will measure their days according to activities and events. A predictable schedule gives children a sense of control and safety. Facilitate productive transitions Transitions from one activity to another are really the most difficult times of the day for children. With predictable schedules and cues that one activity is about to end and another to begin, transitions are smoother and cause less anxiety. It, also, allows for transitions that can be fun learning experiences. Prevent challenging behavior Many challenging behaviors come from anxiety and frustration. When children feel anxious or unsafe, they often act out with aggression or tears. When children know what to expect, they are more likely to exhibit self-control and positive behaviors. Build trust When children see that the caregiver provides a schedule that is the same everyday, they learn to build trust in the caregiver. Consistency builds trust and trust is the foundation of strong relationships. Parts of the Preschool Day The daily schedule should contain a number of experiences that develop a well-rounded education for children. The daily schedule is critical to proving a happy classroom. The following are some parts of the day to consider when developing a daily schedule. The ages of the group and individual children should also be considered when developing a daily schedule. Arrival Morning Meeting Learning center time Group time Outside time Snack time am and pm Lunch Nap Departure time

Feeling good means feeling that you are a valuable, lovable, capable person who is important just because you are you. When children feel good about who they are, they are able to value, love, and respect other people. A child who has internalized this feeling will be able to function independently, participate fully in cooperative and caring relationships, express opinions and listen to others, meet new challenges with a feeling of confidence. As teachers and caregivers, our responsibility is to help children feel good about themselves. The following is a list of things that teachers and caregivers can do on a daily basis to help children feel good about themselves. Acknowledge every child’s presence with a smile, eye contact, a touch, a wave. At the beginning of the day, and throughout the day, it is important to acknowledge each child through eye contact, a warm welcoming smile and encouragement. Use the child’s name when talking to the child. Using a child’s name helps the child feel more connected to the caregiver or teacher as an individual. It helps the child feel seen, and usually makes children more likely to respond positively to whatever is being communicated. Listen to children. Their pain, hunger, and feelings are as real as those of adults. Caregivers need to acknowledge children's feelings and help children name their feelings. Children that have the vocabulary to name their feelings are less likely to resort to crying or becoming emotional. Active movement is a normal, necessary part of child development. Children need to move in order to grow and develop. Caregivers should plan indoor and outdoor movement time for children. Required sitting time should be kept to a minimum. A good rule of thumb is to allow 3-4 minutes of sitting per year of age of the child. A four year old would only be expected to sit for a maximum of 12 to 16 minutes. Let children do child-like things. Play, explore, experiment, pretend outrageous things, and imitate routine things, lay around aimlessly, stare at an ant, chase butterflies, and dig holes to China. Children’s play has value and caregivers should encourage children's play. Allow children to select activities. Children have individual needs and interests. Encouraging children to select activities they are excited about helps develop in them a belief that their ideas are important and gives them a sense of success for their abilities. These are just a few suggestions to help teachers and caregivers implement a Feeling Good Program.

Group Time provides an opportunity for each child to participate in a group, sharing and demonstrating their ideas, as well as trying out and imitating the ideas of others. At group time, a child can find out that there are some things that are really fun to do with other people, and that, as part of a group, they can sometimes be a leader or a follower. It is a chance to provide “key experiences” for children in a social setting and to observe children as they participate in that setting, each in their own way. The adult group leader observes children participating in a group and can learn how individual children perceive different concepts such as loud and soft, same and different, fast and slow, near and far, colors, shapes, numbers, letters, etc., depending on the activities provided. Group time is not only a time for interaction, both child to child and adult group leader to child, but, also, a time for active and passive experiences, a visual time, a musical time, and a verbal time. Planning is crucial to implementing a fun, enjoyable and productive group time. The adult group leader must be prepared in advance. The following are some tips for group time: Plan group times at strategic times of the day. Finding the best times of the day for group time will aid in the cohesiveness and orderliness of the program. Develop a consistent schedule. Group time should generally occur at the same point in the sequence of the day's events so the children can adjust to the routine and anticipate it. Have a well-defined area of the room designed for group time. This area does not need to be used exclusively for group time, but there should be enough physical space so that children are not crowded together and everyone is included. Have a balance of activities. Balance the planned activities between active and passive activities for the children. Young children cannot be expected to sit still for long periods of time. Balance the activities between listening and participating activities for the children. Provide alternative activities for children that don’t want to participate. Some children are not developmentally ready for group time yet, so be ready to provide non-disruptive alternative activities that the child can do independently during group time. Be flexible. If needed, adjust your plans depending on the mood of the group. Be ready to switch from a book to an active action game or song, or a movement activity if the group becomes restless. Group times should be one of the most enjoyable activities for both children and adult group leaders alike. Make them a pleasurable time for everyone!

Knowing what sets good preschool programs apart from great ones is a game changer for anyone looking to venture into the business or increase enrollment. Below are just some of the factors that make a high-quality preschool program. Carefully planned daily activities Preschool programs are meant to prepare children for kindergarten and more advanced learning. The skills children gain in an early learning setting will set the foundation for all their future learning and how they interact with their peers and teachers. The best preschool programs operate on carefully planned daily activities that meet the overall needs of the children. Sticking to a routine will help your children know what to expect and help them make progress towards their learning goals. Happy children and staff One of the major keys to a high-quality preschool program is to ensure that both children and staff are happy. To do this, programs should focus on creating positive working environments for teachers so they can adequately serve their role in the children's development. Programs with stimulating activities that promote learning and exploration will keep children engaged and excited to learn. Low child-to-teacher ratio Properly staffed daycares perform better than understaffed ones. A low child-to-teacher ratio is one great way to ensure that a preschool program has adequate teaching staff. While ratios vary based on program type and children’s ages, a low child-to-adult ratio is typically recommended to promote things like: Tailored education according to the children’s strengths and abilities One-on-one attention Personalized feedback Improved learning outcomes Clean and safe environment A clean and safe environment is another sign of a high-quality childcare program. Teachers and children are able to concentrate better when the classroom is tidy and set up in a way that encourages learning. A high-quality preschool classroom has child-appropriate bookshelves, tables, and chairs as well as access to materials and equipment that support appropriate developmental milestones. Clear lines of communication Families that are actively involved in their child’s early education will lead to better learning outcomes. Programs that are committed to keeping their families engaged promote healthy child growth and development. Frequent and clear communication through things like daily reports or monthly newsletters help to strengthen the home-to-school connection and keep families informed of their child’s progress.

As the new year kicks off, many decide on new year's resolutions. Some of those are health and exercise related, while others are aimed at forming healthy habits. For preschool children, it is important to exercise both mind and body as well as to develop positive healthy habits and routines. A healthy diet, a good night’s sleep, and plenty of exercise aren’t just good for your child’s physical health—they're essential to mental health too. Teach your kids to develop healthy habits that will keep their bodies and their minds in good shape. The following are some ideas to help young children develop strong minds and healthy bodies. Establish Healthy Bedtime Habits Pick and stick to a set bedtime. Make sure it allows your child to get the full amount of sleep they need. Establish a nightly routine that includes three or four soothing activities, such as taking a bath, changing into pajamas, and reading stories. Try to keep the bedtime ritual the same every night, so your child can anticipate each activity. Play Together A child who is healthy both physically and mentally needs to play. Truthfully, adults need play, too! Take time to put aside work, chores, and other obligations and focus solely on your child. Doing so shows your child that they are worth your precious minutes. While playing with your child, you’ll not only strengthen your relationship and bond, but you’ll probably find yourself having fun too. Seeing a parent let go of worries can assure kids that they can do that as well. Physical Activity Physical activity is important for everyone, but it is critical for a growing child. Preschoolers need lots of opportunities for activity, and when they have the chance to blow off some steam, they tend to have more self-control and are better able to learn and actively engage in calmer activities. Minimizing screen time is one way to encourage more active play. Goals: Get 60 minutes of physical activity each day. Get outside everyday, when possible. Nutrition During the preschool years, children’s bodies and brains are developing rapidly and they are laying the foundation for their future growth, development, and even brain pathways! The food toddlers eat now is literally building their body and brain, and will stay with them for the rest of their lives. Making good, healthy food choices sets children up for success in many areas, including academics, self-control, and emotional well-being. Make a new recipe with your child that includes a fruit or veggie your child likes. It’s a great way to bond and encourage cooking habits in the home. Try a new fruit or vegetable and ask your child to pick some to try. Try new healthy snacks. Choose water over sugary drinks. Provide a variety of healthy foods for breakfast. A healthy breakfast can include foods that aren’t traditional breakfast foods. Goals: Include fruits and vegetables with each meal. Eat less sugar. Practice making healthy food choices as a family. Choose water over sugary drinks. Help your child form lifelong healthy habits in the new year!

Transitioning from one activity to another in the early childhood classroom can be challenging, but with a little planning and flexibility, you can minimize the frustrations that can accompany transitions for both yourself and the children in your care. Why are transitions so hard for some children? Being able to independently transition from one activity to the next is a key aspect of getting children ready to start kindergarten. However, many young children struggle stopping one activity and moving to another. This can be for a variety of reasons. For children (and adults too!), it can be extremely frustrating having to leave something they are thoroughly engrossed in, especially if they are enjoying what they are doing or feeling that they have nearly completed the activity. Think about your own life. When you are in the middle of a task, you may not appreciate being interrupted or pulled away from that task, particularly if it is an unexpected interruption. For other children, transitions can lead to confusion or produce worried feelings. This usually stems from a lack of structure or routine. While some children may be flexible and able to adapt to interruptions in their routine, others will have difficulty understanding why they are being asked to do something else, view the situation as unfair, or else, feel unsure of what they should do next. Children respond to uncertainty in different ways. When transitions are unexpected or not clearly communicated, this confusion can lead to frustrated outbursts, increased anxiety, and impact how the child goes through the rest of their day. What can you do to make transitions easier? While transitions can be challenging, there are a number of things that you can do to make moving from one activity to another smoother and minimize disruptions and outbursts. Here are some things to try in your own program: Set up a schedule. This is so important. Children tend to handle expected transitions very differently than unexpected ones. Establish a routine and refer to the schedule throughout the day. It can be helpful to start the day with some sort of morning meeting where you will go over what you have planned. Providing reminders about what comes next in the day can be helpful as well. Post a visual picture schedule for the children so they can look at it throughout the day. Stick to the schedule, but build in transition times. Following your schedule will provide children with a good idea of what to expect and help them develop routines. However, it is okay to be flexible at times. For example, if all children are actively working on an art project and fully engaged, it would probably be a better idea to give them a couple extra minutes to finish up, instead of trying to pull everyone away from the activity. Additionally, remember that transitions take time, even when everything goes smoothly. Building that time into the schedule will allow you to stay on track and not feel rushed or flustered. Think about how long it will take to clean up or get new materials, instead of expecting one activity to start immediately after another. Provide cues that mark the time to transition. To minimize confusion and surprises in the schedule, try to incorporate both verbal and non-verbal cues that signal that it is time, or nearly time, to move to a new activity. For example, providing ten- and five-minute warnings will help make transitions go smoothly. You can, also, incorporate an instrument or bell to signal that it is time for the next activity. Follow this up with a verbal reminder as well (“do we remember what the bell means?”). Another effective strategy is to incorporate some sort of transition song, like the clean-up song. Again, when children hear this song, they will have a better idea of what is expected of them and they will likely join in with the song and be more willing to help prepare for the next activity. Provide clear and consistent instructions. Another important tip for managing transition time is to give your students clear and consistent instructions. This means letting them know what they need to do and how they need to do it. For example, you might say, “It’s time to clean up the blocks and get ready for circle time. Please put all the blocks away and line up at the door.” Giving clear and consistent instructions can help to reduce confusion and ensure that your students are able to move smoothly from one activity to the next. Make it Fun Create a fun and engaging way to move the children from one place to another. Let children be partners in planning a fun and engaging transition activity. For example: Let’s hop like bunnies to the playground. Transition in pairs. For some children who struggle with transitions, they may enjoy moving to a new activity with a partner. This can be done proactively by planning partner activities or reactively by asking a child who does not struggle with transitions to help another child get ready. This should be framed in a way that encourages supporting friends in the classroom and not as a punishment for the child that struggles with transitions. Balance active and calm activities. You have likely seen times in your classroom where it seems like all the children are getting antsy or fidgety. Physical activity and active play are so important for multiple reasons, including helping children make transitions. Try to remember this when you develop your schedule. If there are multiple indoor, quiet activities planned try to break these up with ones that allow children to run around, get exercise, and be louder than they would in the classroom. Similarly, if you are asking children to transition to an activity like getting ready to go home, it might be a good idea to provide them with a short, relaxing activity beforehand as opposed to expecting them to go immediately from something extremely active to something focused and calm. Be positive! Remember to provide positive reinforcement when you see children transitioning to activities appropriately. Acknowledging desirable behaviours when you see them will increase their occurrence. Transitions can be tricky. But with a little preparation and flexibility, you can minimize the challenges that often accompany transitions and help prepare the children to be successful.

If you haven’t already, it’s time to start planning the end-of-year celebrations for your early childhood center! Here are some ideas to get your creative juices flowing. You might like to use a couple of these ideas, together or one for each age group — the options are endless. Make sure you consider your guests’ comfort and safety at these events. Do you need to provide adult sized chairs or tables? It may be worth considering hosting a number of smaller events, rather than one big one. Create a musical extravaganza: Every occasion is a time for music and singing, but this time of year really lends itself to music. Pick out a bunch of the children’s favorite songs and perform a musical for families. You can incorporate instruments and dance moves along with singing loud and proud. Perform a cherished story: Choose a favorite story, or one that children can’t get enough of, and put together a performance of the story. Educators can narrate the story and the children can act it out. Add in some dialogue for children who feel confident too! Have the children create the scenery, costumes and props. Revisit the year’s favorite activities: Get children and educators to vote on the best activities you explored throughout the past year. Base your end-of-year celebration around one or more of those exciting activities. They can be extended into your decorations, songs, stories, outfits, and even your snacks! Record a movie: Another option is to pre-record a bunch of your ideas – songs, performances, artwork progress – and edit it together into a keepsake movie for families to cherish. If you choose to host a number of smaller events, you could play the movie for everyone to enjoy. Live stream your event: We’ve all become accustomed to celebrating a variety of occasions online and can now navigate streaming platforms with ease. Grandparents, relatives and people that are unable to attend your in-person event will appreciate the opportunity to be a part of the Holiday Season with the children. Include Everyone: When working with young children, it’s important to create an understanding that all families have their own traditions, beliefs and cultures and we should treat each other with respect and dignity, regardless of where we come from or what we believe. Get families involved: Sing songs in different languages (ask families to write down the words). Dance to music from different countries (ask families for the music). Learning hello and goodbye in different languages. Cooking foods from around the world (ask families for the recipes). Getting children to dress up in their native costume. Taking photos of each family and adding them to a world map of where they originally came from. Ask families to bring in a plate of food from their cultural background (give a list of prohibited foods). Play group games from around the world. Find where each child’s name comes from and its meaning (these can be displayed). Display posters/images of children and people from different countries.

In the month of November conversations about gratitude, giving back and appreciation take center stage as parents help their children develop an attitude of gratitude. Encourage your child to develop a grateful heart that tells others what they are thankful for from their own perspective. Children that give details of what they are thankful for and why begin to understand the concepts of gratitude and being thankful for people, circumstances and things in their lives. The following ideas are intentional ways to help children of all ages grow in the area of gratitude: Signs of Thankfulness When children are around 6 to 9 months old, start teaching them signs for common words like “milk,” “food,” “more” and “all done.” Don’t forget to teach “please” and “thank you” to establish good manners before they start talking and develop gratitude. Heart of Gratitude Young children can express gratitude in your home before they are old enough to write. Decorate a hanging wooden heart with the words “thank you” in the middle. Explain that the heart would hang on the bedroom door of anyone caught doing good, as a reminder of thankfulness for their act of kindness. You will be amazed how quickly children grasp the concept. They will be thanking you and their siblings for all sorts of acts of kindness. “Thank you, Sophia, for playing blocks with me”. Or “Thank you, Alexa, for helping me pour milk on my cereal.” Reminders of Thanks When children are very young, it’s easy to remind them to say, “Thank you.” Older children may also need verbal reminders to say, “Thank you.” But, as kids grow, the expectation from others and their growing understanding of being thankful changes and matures. A verbal “thank you” may need to be followed up with a written thank you note. A Lesson in Gratitude At the beginning of the school year, when you are shopping for school supplies, buy an extra backpack and fill it with supplies for a child in need. Put in a special note and then drop it off at a local charity that is collecting back-to-school donations. Whiteboard Thanks Mount a whiteboard on the refrigerator or any convenient location around your home. This can be used as a communication board between the family members to remind each other to have a good day or to help kids show more appreciation for things that are often taken for granted. Anyone in the family can write or draw on the board and show gratitude or appreciation and encourage each other. Read books with the message of gratitude Many children's books have the theme of gratitude or thankfulness. Look for books that match your family values.

School newsletters can be of great benefit to your entire community. By providing important details, timely updates, and intriguing news, you are bringing everyone into the dialogue. How can you ensure that these crucial mails don’t get deleted? To grab their attention, start with the following excellent practices: Limit the amount of content you use. Less can be more. Concentrate on the importance of your material and focus on no more than two or three key themes. Adding excessive information to your emails will guarantee that they get archived. Keep it straightforward and to the point. Create for mobile. Since most email opens come from mobile devices, it is essential to optimize your school newsletters for them. Desktop design has suffered as a result of how frequently parents, teachers, and kids are on the move. Staying informed about changes and events in your community requires quick access to information. Pick a time to send out the newsletter. Consider the best times to send an email before choosing when to send one. The goal is to ensure that your school newsletter is reaching your readers at the appropriate time. Personalize your newsletter. Use personalisation techniques in your emails to boost interaction. For example, you can use the parent’s first name in the subject line. Make sure the content you are distributing is relevant. Rethink your goal to redefine the intended strategy and outcome if they don't seem to connect with what you have been giving them in the past.