Everyone is Doing It! Managing social media in the early childhood ecosystem Reprinted with permission from Child Care Information Exchange, Sept/October 2011. Copyright © Exchange Press, Inc. Reprinted with permission from Exchange magazine. All rights reserved. Visit us at www.ChildCareExchange.com or call (800) 221-2864.

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Everyone is Doing It!
Managing social media in
the early childhood ecosystem
by Fran Simon
Everyone’s doing it: Tweeting, ‘friend- n How can managers and leaders help
ing,’ blogging, linking, texting, and staff members use social media with
otherwise zipping around all over the purpose and balance computer time
social media landscape. Social media with other practical responsibilities?
has become more than just a pastime. It
is officially now another important com- As social media use becomes more
munication medium early childhood prevalent in early childhood, we are all
educators use to establish and enhance searching for balance and thinking about
meaningful relationships with parents, how to establish boundaries. It’s time to
colleagues, staff members, policymak- begin planning dynamic and responsive
ers, and funders. We’re also asking social media policies that reflect the cul-
some very big questions: ture of our organizations within the con-
text of best practice and ethical conduct.
n What does all of this social media
activity mean for early childhood
This article frames the factors to con-
education?
sider as you develop policies and proce-
n How can the adult members of the
dures for your setting. Since social
early childhood ecosystem use social
media platforms change every day, this
media to achieve their goals and still
piece will suggest processes for social
ensure the privacy, integrity, and
media policy development and offer an
safety of children and families?
outline of important elements to con-
sider, rather than providing specific
instructions on how to use social media.
Fran Simon has been a professional Early
Childhood educator and a passionate tech-
This piece also references the NAEYC
nologist since 1981. Early in her career as a Code of Ethical Conduct and Statement of
multi-site child care administrator, she learned
that her ability to use technology to accomplish
Commitment and other common stan-
her goals was one of the most powerful skills dards of best practice to govern our
in her administrative toolkit, so she set out to learn more and do explorations.
more to connect early childhood educators to technology. Fran
used those skills in her positions at Teaching Strategies, Inc., the
National Association of Child Care Resource and Referral Agen-
cies (NACCRRA), and as Vice President of the Technology and Social Media in ECE
Young Children Interest Forum of NAEYC. A frequent presenter at
national conferences, Fran is now the Chief Engagement Officer of
Engagement Strategies, LLC, and the founder of Early Childhood In early childhood we are just beginning
Investigations Webinars, an ongoing series of free webinars for
early education professionals. to wrangle the big questions about how
Reprinted with permission from Exchange magazine.
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to manage electronic communications
and relationship development within
the parameters of what is best for chil-
dren and families. Wrangling social
media is first about considering your
program’s goals and the people who use
(or may use) social media. In assessing
your program’s current and future use
of social networks, here are a few criti-
cal questions to ask yourself about your
organization:
n Are our stakeholders using social
media to connect with one another
professionally? Do we want them to
engage with others virtually?
n How much do we know about best
practice for using social media for
professional purposes? What do we
need to know first?
n Do the people who are using social
media in our organization have estab-
lished goals for using it profession-
ally, especially as it relates to profes-
sional communication and represen-
tation of our program? Is there a
social media strategy?
n Do we have any established rules of
engagement or social media guide-
lines in place?
n Do the members of our community
know how, when, and what to com-
municate as official representatives of
our program? Do they know how to
separate personal communication
from professional communication?
n Are the relationships meaningful,
positive, professional, and productive
that have been fostered and/or estab-
lished through social media?
n Is use of social media in our organiza-
tion distracting or destructive, or is it
effective and productive?
n Can we identify social media evange-
lists and/or experts who can help
lead the way to best practice?
n What resources do we already have
in place to support social media
implementation?
n Do our organizational climate and
our existing policies make social
media engagement possible?

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First, Become Informed application of everyone who will now. (See #6 for more about revi-
be impacted by its implementation. sions.)
Most people in your program’s eco- I recommend putting together a
system probably know what Facebook team that includes a representative We know the more text there is to
is, and many may already use it for from every segment in your pro- read in a policy, the less likely the
personal purposes. But how much do gram’s ecosystem: parents, staff, policy will be read or implemented.
people in your organization know about board members, community mem- Keep your policy to no more than
using social media for professional pur- bers, and other representatives. But eight pages, fewer if possible. Use
poses? The stakes get higher when you don’t get carried away! Keep the concise, memorable ‘sound-bite wor-
factor in the special concerns associated group size to 4-8 thy’ phrases to introduce the key
with communication with families and people who are well informed points. For example, the phrase
staff members about children. It makes about the objectives of the group “First, do no harm” is memorable.
sense to consult a social media profes- and goals for the policy. There are Follow the key phrases with more
sional who not only knows how to use it at least two great reasons for this detail, but keep the details simple.
for professional engagement, but also collaboration: Good policies are readable, make
knows something about your field. I do sense, are easy to implement, and
not recommend retaining a professional There are those who believe poli- enforceable.
to implement your social networking cies are best written by the people
activities on a day-to-day basis, but do at the top of the organization or by 3) 3 P’s: Make it positive, plausible,
recommend professional training and their boards. There are at least two and possible.
technical assistance before you begin. great reasons to collaborate with As early childhood educators, we
representatives within your organi- know stating our expectations posi-
The chicken or the egg: zation on your policies: tively and clearly more often results
in the desired behaviors: We say “Use
Policy before strategy, or
n Buy-in: Getting opinions from your inside voice” not “Stop yelling!”
strategy before policy? around the organization will help Well, the same principle applies to
ensure that you have evangelists policies we outline for adults.
Unless people in your organization have Encourage appropriate use of social
who will help bring the policy to
already begun using social media, it media tools. Positive guidelines set
life within the organization. A few
probably makes sense to develop the the boundaries without being puni-
happy people will go a long way to
strategies before you put together the tive. For example, if you want to
ensure smooth implementation and
rules of engagement. You will want to include a policy about setting up
adherence to the policies.
explore best practice in social media classroom ‘Pages’ on Facebook that
n Perspective: It’s difficult to antici-
implementation and select the social ensure confidentiality and privacy,
pate how all of this engagement
media sites and tactics that will fit your say, “It’s a great idea to set up class-
will impact the various stakehold-
organization best before you plan how room pages on Facebook. To ensure
ers in your organization. Who bet-
to govern the use of the sites. Again, the confidentiality of the children is
ter to learn from than the folks who
consulting a professional would be a protected, you must:
will be impacted?
good place to start. • Set the privacy settings for your
2) Keep the policy (and the process page so that only the parents in
Recommendations for social media to develop it) simple and brief. your classroom (or those to whom
policy development While collaboration is important, they grant permission) can see the
developing a social media policy is page.
1) Develop a Social Media Policy not rocket-science. It should not • Obtain permission from parents if
coalition. take months and consume a lot of you plan to share photographs.
We know it takes a village to do energy. Make it your objective to • Use initials instead of children’s full
almost everything good for children. develop a working draft in the first names.”
Our field is highly collaborative. Why meeting, and hold no more than
should the process of developing two meetings overall. Try to Keep it real. Your program isn’t going to
your social media policy be any dif- achieve a final version with fewer use social media as its only method of
ferent? A comprehensive social media than four drafts. Then make a final communication. Keeping your policies
policy should anticipate the real-life decision, and call it a day . . . for and procedures plausible and possible

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means thinking like your stakeholders
think and being realistic.
4) Align with the NAEYC Code of
Ethical Conduct and Statement of
Commitment.
The National Association for the Edu-
cation of Young Children (NAEYC)
first published The Code of Ethical Con-
duct and Statement of Commitment in
1989 (and revised it in 2005). NAEYC
recently added a Supplement for
Administrators, and reaffirmed the
2005 version. The Code provides
a framework for your social media pol-
icy. Here are a few of the principles
that relate to social media (p. 9):
• Never harm children. Clearly, social
media is ripe with potential for child
exploitation. It is imperative that
children’s confidentiality be pro-
tected at all costs. And children
should not engage on social net-
working sites designed for adults.
Your policy will need to outline how
to engage using photographs, video,
and other media while still main-
taining safety and security for the
children in your organization. For
example, your policy should include
a statement like, “Social networking
sites intended for adults are only to
be used by the adults in your pro-
gram. Avoid sharing the names and
confidential details about children
on social media sites.”
• Ensure that programs for young
children are based on current knowledge
and research of child development and
early childhood education. The appro-
priate use of social media empowers
educators to learn more and collabo-
rate more effectively than ever
before. Your policy needs to ensure
access to the essential tools, and
training and technical assistance to
provide the necessary tools. In 2011
and beyond, social media is as
essential for professional develop-
ment as books, journals, and direct
training.

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• Respect and support families in their Using social media effectively is not new developments: technologies,
task of nurturing children. It’s impor- a one-time event. It takes ongoing, your stakeholders, and cultural
tant to offer an array of methods of regular activity. Your teams will need changes. Good policies are living,
engaging with parents whenever resources to support their work: breathing documents that evolve
and however it works for them. access to the Internet, professional over time. Be prepared to update
Parents are on social networks. development, and ongoing coaching your policy at least once a year.
Your policy will need to outline and mentoring. You will need to
how to best use social media to adjust your budgets and staffing While the task of setting off as a
support and educate parents along plans accordingly. Your policy will social media pioneer seems daunt-
with all of the traditional methods need to outline the details of how, ing, paving the way with forward-
of supporting families. when, and where teachers and other thinking social media policies should
• Serve as an advocate for children, their staff members will have access to the not be overwhelming. If you sur-
families, and their teachers in commu- equipment, training, and ongoing round yourself with a strong social
nity and society. As evidenced by support they need to use social media media planning team, you will be
recent natural disasters, social effectively. It may even stipulate the able to share resources and great
media offers incredible power for amount of money allocated to each thinking. Soon you’ll be ‘doing it,’
advocacy and outreach. Because it classroom to support professional too!
is so impactful, our policies have to development related to social media
clearly delineate and define repre- implementation, and the specific Looking for more concrete examples
sentation of personal views versus times during the day that staff mem- from which to draw? Start with this
those views which represent the bers will have access to equipment. outstanding database of example
organization. However, policies social media policies: Social Media
must encourage, rather than dis- 6) 3 R’s: Roll it out, revisit, and revise. Employee Policy Examples from
courage everyone in the organiza- Let’s assume you reach the end of Over 100 Organizations From Social
tion to advocate on behalf of your social media policy journey. Media Today (http://ow.ly/5CLUd).
children and families. Your policy You’ve collaborated, drafted, revised,
might include statements like, “We and gathered support. Now it’s time Social Media Policy Resources
encourage you to use social media to introduce the new policies. Staff
to inform parents and the commu- and family meetings, newsletters, n 10 Must-Haves for Your Social
nity at large about developmen- email blasts, and your usual methods Media Policy: Mashable
tally appropriate practice. From of communicating policies will be just n Wild Apricot Blog Article
time to time, we may provide you the beginning of the roll-out. You’ll n Social Media Governance: Online
with links to information that you also need to model appropriate use Database of Social Media Policies
should share with your networks.” and ask your evangelists and social n Advice and samples from Non-
media adopters to model and encour- ProfitMarketing Guide
5) Allocate resources to support your age implementation of the policy. n Tips for Writing Your First Social
social media policy implementation. Media Policy: NTEN
Follow up and monitor along the n Got Social Media? Policy Tool by
way. Don’t forget about ongoing pro- Beth Kanter
fessional development and ongoing
technical assistance! To make this all References
work, you will need to join the same
social media sites and engage with NAEYC. (2005). Code of ethical conduct
Jonah’s Corner
staff members and families. You will and statement of commitment. [Online]
not only be in a position to model Available at www.naeyc.org/files/
best practice, you will also be able to naeyc/file/positions/PSETH05.pdf
monitor your program’s online
activities. NAEYC. (2006). Code of ethical
conduct. Supplement for program
Just when you think you have reached administrators. [Online] Available at
the end of your journey, you will need www.naeyc.org/files/naeyc/file/
to examine your policies in light of positions/PSETH05_supp.pdf