phd in early childhood education requirements

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College of Education & Human Development

University of missouri, early childhood education (phd).

This degree is a Doctorate of Philosophy in the Department of Learning, Teaching & Curriculum with an emphasis in Early Childhood Education .

This degree is part of the  Early Childhood Education Program  housed in the  Department of Learning, Teaching & Curriculum .

Goals of the PhD Program:

These goals are achieved through a combination of course-work, internships and authentic experiences with research, development and teacher education.

• Understand the field of early childhood education in terms of research, curriculum, policy, teacher development and student learning.
• Develop, carry out and report independent research in some area of early childhood education.
• Become outstanding teachers/advisors of college students.
• Understand the role of service in the university setting.

This degree is only offered on campus and does not lead to certification.

Degree Requirements

To receive a PhD degree in early childhood education, you must complete a minimum of 72 hours of coursework beyond a bachelor’s degree. This includes at least 18 hours of early childhood education core course and a minimum of 12 hours of research methodology.

Admission Requirements

You must meet two sets of minimum qualifications in order to be considered for admission:

• LTC requirements
• Office of Graduate Studies requirements

A committee of faculty members reviews your application’s credentials. You are not guaranteed admission even if you meet the minimum qualifications.

How to Apply

In addition to completing the Graduate Studies application , you must submit the following materials to the Department of Learning, Teaching and Curriculum :

• Unofficial transcript
• Statement of Purpose
• Three letters of recommendation
• TOEFL scores (international students only)

• Service to the State

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Early Childhood Education Doctoral Program

Early childhood education, doctoral program.

Department of Curriculum and Instruction

The Early Childhood Education Doctor of Philosophy Degree (Ph.D.) examines theories and teaching practices for young children through research and interdisciplinary coursework. Students learn the fundamentals of research methodology and apply them to their own directed research and dissertation. Our faculty work closely with students on research in a range of social, ethnographic and technological topics. This program prepares students to assess and evaluate early childhood education policies and curriculum.

Program Details

Areas of expertise include early childhood education, racial justice and equity in early learning, educational anthropology, video-cued ethnography, immigration and education, impact of social injustices on childhoods, project-based learning led by c...

Interests include early childhood education policy and practice, gender issues in early childhood education, conceptions of children, urban literacy education, diversity, equity and social justice in early childhood and qualitative research.

Dr. Snaider is an Assistant Professor in the Department of Curriculum and Instruction. Her research explores the enactment of educational policy in early childhood practice, with a particular focus on issues of gender and sexuality with young childre...

General C&I Requirements (Minimum 21 hours)

Foundation Requirements (9 hours required)

• EDC 380F  Sociocultural Foundations
• EDC 381F  Introduction to Teaching and Teacher Education
• EDC 383F  Curriculum Theory

Research Methodology Requirements (12 hours minimum)

To be taken in sequence:

• EDC 381R  Intro to Systems of Human Inquiry
• EDC 385R  Introduction To Quantitative Research
• EDC 386R  Introduction To Qualitative Research
• EDC 387R  Advanced Quantitative Research
• EDC 388R  Advanced Qualitative Research

Directed Research (Minimum 12 hours)

• EDC 385G  Research in Early Childhood Education
• EDC 396T  Directed Research (3-6 hours)

Select one course (3 hours) from the following after consulting with the program advisor:

• EDC 385G  Global, Comparative Early Childhood
• EDC 385G  Critical Perspectives on Childhood Education
• EDC 385K  Environmental Education for Young Children

Specialization Requirements (Minimum 12 hours)

Students with an emphasis in Early Childhood Education will select an additional 12 hours of coursework from within the early childhood program area, selected with the assistance and approval of the area program adviser. Among the courses that might be selected to fulfill this requirement are the following:

• EDC 385G  Critical Perspectives on Childhood Education IV
• EDC 385G  Early Childhood Education Programs
• EDC 385G  Early Childhood Teacher Education
• EDC 385G  Inquiry in Play
• EDC 385G  Parents and Education
• EDC 385G  Social Context of Childhood Education
• EDC 385G  Theories of Childhood Education
• EDC 385G  Thinking as Social Construction in Childhood

Students may substitute up to 6 hours of their specialization required credits with coursework within the department of curriculum and instruction, outside of the early childhood program area pending approval of the area program adviser. Early childhood graduate students can take courses in bilingual/bicultural, language and literacy, cultural studies, STEM and learning technologies as a way to study the topics that are relevant to their work.

Courses Outside the Department (Minimum 6 hours)

Students will select 6 credit hours outside of Curriculum & Instruction. Courses must be graduate level and other than EDC. Early childhood graduate students have taken courses in many programs including theater/dance, human development, special education, educational psychology, anthropology, sociology, social work, Indigenous studies, Mexican-American studies, and African and African diaspora studies.

Coursework from Directed Research may fulfill this requirement, but it does not count twice towards the 51 minimum hours of coursework needed for this degree.

Dissertation (Minimum 6 hours)

Students are required to continuously register for at least three credits of dissertation once they have  advanced to candidacy . 

You must register in X99W (399, 699 or 999W) in each semester of candidacy until you graduate.

Please Note:  Students receiving fellowships, assistantships, or other financial aid, may be required to take 9 hours of dissertation credit each semester.

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At a Glance

• Program Starts : Fall
• Deadline to Apply : December 31
• Credit Hours Required : 57
• Schedule : Flexible
• Program Location : On Campus
• GRE Required? No

Program Area Coordinator and Advisor Jennifer K. Adair

Find out information about the admission process and application requirements.

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Early Childhood and Childhood Education

Phd in teaching and learning concentration.

Become a researcher or teacher educator dedicated to understanding children’s development and learning, and supporting them in their education from birth through elementary school. This rigorous doctorate will prepare you to conduct research in child development and education, including in specific content areas such as literacy, numeracy, and social studies.

What You'll Learn

• Qualitative and quantitative methodologies and how to apply them to academic research in education
• How to develop and design a research proposal, implement a research agenda, evaluate results, and disseminate findings

Your Academic Experience

A flexible, highly individualized phd program.

The program of study is distributed among courses in the foundations, cognate areas, research, specialization, and dissertation research and preparation. You will be able to personalize your program around your individual interests and choose from such related areas of specialization as teacher education, curriculum development, child development, innovations in schooling, and specific content areas such as literacy, numeracy, and social studies.

Work with Faculty on Shared Research Interests

Our faculty's research interests center on key themes in early childhood and childhood education, including:

• Human and child development
• Social contexts of learning
• The influence of culture on teaching and learning
• Multiple ways of knowing
• Families as partners in children’s learning
• The uses of evaluation and assessment in teaching and learning
• The impact of language and literacy development on children’s learning
• Curriculum development

You'll have the opportunity to work closely with them on grants and studies as you as establish your own research agenda. 

Become Part of a Tight-Knit Research Community in a Global Urban Center

At NYU Steinhardt, you will have access to a world-class facility for conducting educational research. The PhD in Teaching and Learning is designed to prepare you for all aspects of the research process, including developing and designing a research proposal, implementing a research agenda, and disseminating findings. You will interact with a close community of fellow student researchers and receive close mentoring from faculty as you pursue educational research in the heart of New York City.

Each doctoral student is assigned a faculty advisor in the student’s chosen area of specialization. This advisor serves as an interim academic advisor until the student selects a doctoral dissertation advisor. 

You'll be well prepared for roles including:

• Teacher educator or researcher in early childhood and childhood education in colleges and universities
• Early childhood and childhood education specialist in government organizations and nonprofits
• Curriculum specialist or evaluator in early childhood and childhood education programs 

Erin O'Connor

Professor of education & chief of education at cooper.

Professor of Childhood Education

Fabienne Doucet

Executive director, metropolitan center for research on equity and the transformation of schools and associate professor of early childhood and urban education.

Early Childhood Education (PhD)

• Program description
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• Degree requirements
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School, classroom, edulp, elementary, teachers college, teaching

Early childhood education focuses on the learning experiences in and out of school of young children birth through age eight. Our program prepares graduates for positions in a range of settings, including research universities, teacher preparation programs, government and policy organizations and ECE program administration.

The faculty in this program have a wide range of backgrounds and research interests, including policy, play, cultural dimensions of child development, international/comparative perspectives, sociological and cultural constructions of early childhood, immigration and indigenous education.

The Ph.D. concentration in early childhood education is located within the interdisciplinary Ph.D. in curriculum and instruction.

• College/school: Mary Lou Fulton Teachers College
• Location: Tempe

84 credit hours, a written comprehensive exam, an oral comprehensive exam, a prospectus and a dissertation

Early Childhood Education Concentration: Thirty credit hours from a range of foundational and emerging courses in the field. Several new courses have been developed recently, emphasizing a range of theoretical and methodological approaches to childhood studies and emphasizing social policy and advocacy. A professional development seminar is also offered each semester, which provides practical experiences related to higher education in early childhood education.

Curriculum and Instruction Core Requirements: Six credit hours of interdisciplinary research seminar in curriculum and instruction, and curriculum theory and practice.

Inquiry and Analysis : Fifteen credit hours, including courses that provide overviews of quantitative and qualitative research methods and in-depth study of particular research philosophies and methods (dependent on student goals and committee advice).

Internships : Six credit hours, concentrating on college teaching, research and public policy/advocacy.

Cognate Study : Twelve credit hours that provide an interdisciplinary element to the program. With the advice and approval of the program chair and the student's committee, the student chooses a cognate area of study suitable to individual goals.

Independent Research and Dissertation : A minimum of three credit hours of research and 12 credit hours of dissertation leading to completion of an approved dissertation are required.

The following are required:

• All applicants must submit the Graduate College online application.
• GRE scores.
• Curriculum vitae (resume).
• Letter of intent/statement of purpose.
• Online application to the Graduate College.
• Statement of research interests.
• Three letters of recommendation from individuals who can speak to the applicant's potential for success in a graduate program.
• Transcripts
• A writing sample (approximately 10 pages long).

Additional materials may be required to gain admission into certain programs or cohorts.

Admission to the program is contingent upon the commitment from an approved mentor in the concentration to advise the applicant.

Note: This program is enrolled at maximum capacity and is not accepting new applications.

Educational Leadership & Innovation, Division | ED 120 [email protected] 602-543-6358

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UMass Boston

• Early Childhood Education & Care PhD

Preparing future leaders to transform opportunities and outcomes for young children.

UMass Boston's PhD in Early Childhood Education and Care (ECEC) prepares you to transform opportunities and outcomes for young children through skilled research, policy development, and innovative practices. This will be accomplished through a program that is both research-intensive and policy- and practice-oriented. The focus will be on using and developing knowledge to address pressing, meaningful problems in the development of young children, especially in underrepresented and underserved populations, including those living in poverty, with disabilities or developmental delays, and from immigrant or refugee groups, within the U.S. and also in low-income countries.

Through their research, students will address applied questions in policy and practice. The focus will be on young children, especially the first five years of life, a period often neglected in schools of education.

Why apply to UMass Boston's Early Childhood Education and Care PhD program?

The Early Childhood Education and Care PhD program is all about preparing the next generation of early childhood scholars, teachers, and social justice advocates. We believe in the benefits of working with a variety of research methods and theoretical approaches, learning with multiple mentors, and knowing how to think about children, families, and social justice as they apply to local and transnational contexts.

Start Your Application

Plan Your Education

How to apply.

Applicants must meet general graduate admission requirements in addition to the following program-specific requirements

• Evidence of a master’s degree in early childhood or related field. Transcripts must include at least one introductory course in statistics.
• Scores on the Graduate Record Examination Combined Aptitude Test (GRE). All students must submit the general GRE scores even if they have a master’s degree. We do not accept the MATs.
• For international students, a minimum TOEFL score of 600 (paper), 250 (computer based), or 100 (Internet based), with a minimum score of 23 on the speaking section or an IELTS score of 7.0.
• Short [3-5 page] writing sample: Any substantial piece of academic writing of which the applicant is the sole author.
• What are your career objectives?
• How will a PhD in Early Childhood Education and Care advance those objectives?
• In what ways does the UMass Boston Early Childhood Education and Care program address your particular academic, career, and personal goals?
• What professional, personal, and academic experiences or strengths have especially equipped you for the challenges of pursuing a doctorate?
• What research issues are you interested in pursuing at UMass Boston? Which professor(s) would you like to work with in this program?

Deadlines & Cost

Deadlines: January 15 for Fall.

Application Fee: The nonrefundable application fee is $75. UMass Boston alumni and current students that plan to complete degree requirements prior to graduate enrollment can submit the application without paying the application fee.

Program Cost Information: Bursar's website

Core Courses (15 Credits)

• ECHD 701 - Early Education and Care Policy and Practice 3 Credit(s)
• ECHD 702 - Advanced Child Development and Early Learning 3 Credit(s)
• ECHD 704 - Leadership and Change in Early Education and Care 3 Credit(s)
• ECHD 705 - The Science of Early Learning 3 Credit(s)
• ECHD 706 - Historical and Theoretical Foundations of Early Childhood Education and Care. 3 Credit(s)

Research Methods Courses (18 Credits)

Complete one introductory course, one quantitative course, one qualitative course, and three advanced qualitative research electives.

Introductory Course:

• ECHD 703 - Translating Early Education Research into Practice 3 Credit(s)

Qualitative Courses (choose one):

• PPOL-G 609L - Qualitative Methods and Field Research 3 Credit(s)
• EDLDRS 740 - Research Methods in Educational Leadership I 3 Credit(s)
• HIGHED 752 - Research Methods in Higher Education: Qualitative Analysis 3 Credit(s)

Quantitative Courses (choose one):

• EDLDRS 741 - Research Methods in Educational Leadership II 3 Credit(s)
• CSP 708 - Intermediate Statistics in CSP 3 Credit(s)
• HIGHED 751 - Research Methods in Higher Education: Quantitative Analysis 3 Credit(s)

Advanced Quantitative Research Courses (choose three):

• EDLDRS 743 - Measurement and Research Instrument Design 3 Credit(s)
• PPOL-G 605L - Statistical Methods in the Analysis of Social Problems II 3 Credit(s)
• CSP 770 - Advanced Statistics in Counseling and School Psychology 3 Credit(s)
• APLING 704 - Advanced Discourse Analysis 3 Credit(s)
• APLING 705 - Advanced Ethnography 3 Credit(s)
• SOCIOL 655 - Evaluation Research 3 Credit(s)
• SOCIOL 660 - Fundamentals of Survey Methodology 3 Credit(s)

Teaching Seminar (3 Credits)

• ECHD 707 - Teaching Early Childhood Education and Care in Higher Education 3 Credit(s)

Doctoral Seminars (6 Credits)

• ECHD 709 - ECEC Doctoral Seminar I 3 Credit(s)
• ECHD 710 - ECEC Doctoral Seminar II 3 Credit(s)

Research Team Seminars (3 Credits)

Complete two semesters.

• ECHD 708 - Early Childhood Education and Care (ECEC) Research Team Seminar 1.5 Credit(s)

Concentration Courses (9 Credits)

Take three courses from one of the concentrations below.

Learning and Teaching in the First Five Years Concentration

Example courses.

• PSYCLN 710 - Child Assessment 3 Credit(s)
• APLING 605 - Theories and Principles of Language Teaching 3 Credit(s)
• APLING 614 - Foundations of Bilingual/Multicultural Education 3 Credit(s)
• APLING 707 - Current Research on Language and Pedagogy 3 Credit(s)

Capstone Requirement

Leadership, policy and finance concentration.

• PPOL-G 611 - Public Policy Processes: Environments, Power and Outcomes 3 Credit(s)
• PPOL-G 612 - Approaches to Policy Analysis: Epistemology, Theory and Institutions 3 Credit(s)
• PPOL-G 621 - Microeconomics for Policy Analysis 3 Credit(s)
• PPOL-G 760 - Sociological Perspectives on Public Policy and Social Justice 3 Credit(s)
• EDLDRS 732 - Organization and Leadership in Educational Institutions 3 Credit(s)
• NURSNG 741 - Health Policy I 3 Credit(s)

Urban, Multilingual and Global Contexts Concentration

• CSP 705 - Social and Cultural Psychology 3 Credit(s)
• CONRES 624 - Cross-Cultural Conflict 3 Credit(s)
• EDLDRS 720 - Teaching, Learning and Curriculum in Urban Contexts 3 Credit(s)
• EDLDRS 730 - Historical Roots of Contemporary Urban Schooling 3 Credit(s)
• PSYCLN 610 - Culture and Mental Health 3 Credit(s)
• PPOL-G 753L - Epidemiological Thinking and Population Health 3 Credit(s)
• HLTH 644 - Global Perspectives on Health; Exploring the Intersection of Equity, Economics and Culture 3 Credit(s)
• APLING 603 - Language, Culture and Identity 3 Credit(s)
• APLING 665 - Immigration and Education 3 Credit(s)
• SPE G 630 - Building Collaborative Partnerships with Families of Students with Disabilities 3 Credit(s)
• GISD 605 - International Responses to Social Inclusion 3 Credit(s)
• GISD 606 - Research and Evaluation in Diverse Settings: Methods and Implications 3 Credit(s)
• GISD 608 - Ethics and Professionalism in Global Inclusion and Social Development 3 Credit(s)
• GISD 609 - Justice: A Global Transdisciplinary Framework for Culture and Innovation 3 Credit(s)
• GISD 610 - Strategies for Systemic Change 3 Credit(s)

Individual Concentration

Complete nine credits of coursework chosen in consultation with your faculty advisor.

Graduation Criteria

Complete 63 credits from 19 courses including five core courses, six research methods courses, one teaching seminar, two doctoral seminars, two research team seminar, and three concentration courses; as well as a nine credit dissertation.

Doctoral candidacy: Completion of a comprehensive examination. Dissertation: Compose and defend a dissertation based on original research.

Statute of limitations: Nine years.

Graduate Program Director Songtian (Tim) Zeng songtian.zeng [at] umb.edu (617) 287-6409

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College of Education & Human Development

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Early Childhood Education

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Ph.d. concentration, admission requirements, are you a candidate for doctoral study.

Our program is designed for students with strong academic backgrounds and a dedication to the study of early childhood education. Doctoral students are expected to work both independently and in collaboration with faculty. They will pursue rigorous research agendas, publish in scholarly journals, and present widely at national conferences.

To be admitted to the program, you must meet the university's graduate admissions requirements , as well as the specific program requirements .

Admissions Requirements

NEED MORE INFORMATION?

For more information about the Ph.D. in Curriculum and Instruction with a concentration in Early Childhood Education, please contact us. 

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Doctorate in Early Education

Program overview.

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3-5 Years (Self-Paced) Program

Total Courses

Total credit hours.

The Early Education program is dedicated to preparing educators for roles in early childhood education. Students focus on child development, curriculum planning, and early childhood teaching strategies. Graduates are equipped to work in preschools, kindergarten programs, and early education centers, nurturing the growth and development of young learners.

Qualitative And Quantitative Research (PHD-910)

Study qualitative and quantitative research, covering research methods and data analysis techniques in a research context. Analyze research design, data collection, and the application of research in various fields.

Preparing A Thesis (PHD-911)

Learn about preparing a thesis, focusing on the process of thesis development, research planning, and academic writing. Analyze thesis structure, literature review, and the steps involved in thesis preparation.

Econometrics (PHD-912)

Explore econometrics, emphasizing the application of statistical and mathematical methods in economic analysis. Analyze regression analysis, econometric models, and their use in economic research.

Short Thesis

Work on a short thesis project, conducting independent research and analysis on a selected topic within your field of study. Analyze the chosen topic, conduct research, and present your findings in a concise thesis document.

Detailed Thesis

This program is designed to provide advanced graduate students with the comprehensive skills and knowledge necessary to undertake original research and produce a high-quality doctoral thesis in their chosen field of study.

Course 1 (Name)

The "Introduction to Human Resource Management" course provides a foundational understanding of the principles and practices that govern the management of an organization's most valuable asset—its people. Students will explore key concepts in human resource management, such as recruitment, training, performance evaluation, and employee relations, setting the stage for a comprehensive understanding of this critical business function.

Course 2 (Name)

Course 3 (name), where affordability, meets opportunity.

At the University of North Carolina, we champion the synergy of affordability and opportunity. Our unwavering dedication to accessible education ensures that exceptional learning doesn't come with an exorbitant price. We unlock the gates to knowledge, extending students the opportunity to flourish without the heavy weight of overwhelming tuition costs, empowering them for a brighter, more promising future.

Our Eligibility Criteria

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Eligibility Criteria

Min. Master's Degree

Credit Hours

Course duration, courses offered, pedagogical foundations and teaching methods:.

The College of Education begins with a focus on pedagogical foundations and teaching methods. Students delve into the principles of education, child development, and innovative teaching techniques. This foundational knowledge equips them with the skills necessary to inspire and educate future generations.

CLASSROOM EXPERIENCE AND STUDENT ENGAGEMENT:

Beyond the theoretical framework, our College of Education places a strong emphasis on classroom experience and student engagement. Students have opportunities to participate in teaching practicums, work with diverse student populations, and collaborate with local schools. These experiences not only enhance their teaching skills but also provide valuable insights into effective education strategies.

GLOBAL EDUCATION PERSPECTIVES AND CROSS-CULTURAL TEACHING:

The College of Education at University of North Carolina is committed to promoting global education perspectives and cross-cultural teaching. Our curriculum explores international approaches to education and encourages students to engage in cross-cultural teaching experiences through study abroad programs and collaborations with educators from around the world. This global perspective equips students to excel in diverse educational settings.

Course Details

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2024-2025 Academic Catalog

Leadership: early childhood education (edd) (phd).

The Ph.D./Ed.D. program in Early Childhood Education is designed to provide candidates with a strong background in research, theory, issues, policies, advocacy and practical experiences in early childhood. Our graduates are prepared as faculty and leaders to design and implement early childhood educational programs in a variety of settings, including: public and private schools and universities, corporate child centers, and for- and nonprofit early childhood community-based centers. The program aligns to the National Association for the Education of Young Children (NAEYC) Advanced Standards. The program will enable candidates to:

• Understand and promote theoretical and evidence-based foundations of early childhood development and educational learning processes.
• Build and engage in early childhood practices that develop awareness, understanding, respect, and valuing of differences and relationships in families, communities and society.
• Use a variety of assessment tools and practices to plan, evaluate and communicate effective practices in early childhood curriculum and program evaluation.
• Use developmentally effective instructional approaches that are research-based and grounded in theoretical frameworks to support student learning and family connections.
• Use content knowledge that fosters an understanding of early childhood education through research and analysis skills that will further and support current knowledge across academic disciplines.
• Engage in and view professional learning and leadership in advocacy, administration and organization of early childhood programs as a career-long effort and responsibility.
• Participate in a variety of field experiences to further develop knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood education.

General Graduate Admission Requirements

All applicants must meet the general admission requirements for Concordia University Chicago graduate programs as published in the Concordia University Chicago academic  catalog .

New students are accepted into graduate degree-seeking, certificate, endorsement and/or post-graduate programs for online and on-campus study in the fall, spring, or summer semesters.  Previously admitted students seeking to change programs may do so at the beginning of a semester (only) by submitting a Change-of-Program quick app .  Applicants must be in good academic standing according to Concordia University Chicago’s satisfactory academic progress standards at the time of requesting a program change.

Students awarded the Ed.S. in Leadership (non-licensure) at CUC are not eligible for admission to this doctoral program at CUC. 

Program-Specific Admission Requirements

In addition to admission requirements, two years of teaching, child care or related experience acquired prior to completion of the doctoral program. Employer documentation of this experience must be included on the application for Graduate Admission or within a letter of recommendation. 

Degree Requirements for Ed.D. Track

Upon completion of the nine required hours of dissertation coursework, candidates must maintain continuous enrollment with DISS-8000 Dissertation Supervision until program completion.

Degree Requirements for Ph.D. Track

Doctoral graduation requirements.

• Have on file an application as a doctoral graduate student in this program.
• Have on file one official transcript from EACH college/university attended of all previous coursework taken.
• the credit hours and levels as designated,
• within the specified time limit,
• with grades of C- or higher,
• with a minimum cumulative GPA of 3.0. 
• Students completing multiple advanced programs or degrees at CUC must have a 3.0 GPA in each academic program in addition to a minimum cumulative GPA of 3.0.  
• If transfer credit is approved to be applied: have on file an approved “Graduate Transfer Credit Approval” form(s) or evaluation(s).
• Have on file the Intent to Graduate/Complete form with the Office of the Registrar by the published deadline.
• Have on record the dissertation uploaded into ProQuest.
• Take and pass the final examination or terminal requirements in the program during or after the final course.
• Approval of the faculty.
• All administrative obligations to CUC must be cleared in order to prompt the release of CUC transcripts and diploma(s).

Every attempt has been made to include information to aid the student with information about his/her program, degree and graduation/completion requirements. It is, however, the student’s responsibility to complete all steps and meet all deadlines relevant to graduation requirements.

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Human Development and Education

Contact Information

Connect with program staff.

If you have program-specific questions, please contact HDE Assistant Director Mandy Farhoodi-Moberger .

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If you have admissions-related questions, please email [email protected] .

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Connect pioneering research with practice and policy in human development at every stage — helping you support the unique needs of all learners.

The Human Development and Education (HDE) Program prepares you to support the unique needs and growth of all learners — whether you are interested in exploring a direct service role, starting a nonprofit organization, engaging in clinical or counseling work, or pursuing doctoral research. By linking theories and pioneering research with practice and policy about child, adolescent, and adult development, you will have opportunities to examine different developmental domains — including cognitive, emotional, social, moral, and neurological — as well as design strategies and interventions to promote healthy development. HDE offers a School Counseling Licensure Pathway for students interested in pursuing Massachusetts licensure in school counseling. 

"We know much about the science of human development, but we are just beginning to figure out how to communicate and enact it to actually better the world. Our program helps our students gain a deeper understanding of learning and growth across diverse contexts, as they explore their professional roles in supporting human development for children, families, and communities." Junlei Li Faculty Co-Chair

After completing the HDE Program, you will have a deeper understanding of the following competencies that explore how:

• Learning and development are lifelong processes, with a predictable sequence at the population level and significant variation at the individual level  
• Learning and development are active and interactive, driven by maturity and experience levels  
• Ecological factors — including families, teachers, schools, communities, neighborhoods, and culture — influence learning and development  
• Evaluation of evidence and research from human developmental science can inform effective change strategies to lead, design, and implement intervention, prevention, and support efforts  
• Engagement in continuous learning can emerge from reflective practice, community involvement, and evaluation of intervention, prevention, and support efforts    

Curriculum Information

The HDE Program is designed to help you gain the knowledge and skills essential to promoting healthy development for all learners. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the 2022–23 academic year are: 

• This program commences with How People Learn, an immersive online course that runs June–July and requires a time commitment of 10-15 hours per week.
• You will continue Foundations with Leading Change, Evidence, and Equity and Opportunity on campus in August. 
• Your Equity and Opportunity Foundations experience culminates in an elected course, which will take place during terms when electives are available.

To fulfill the program requirement, students must take a minimum of 12 credits specific to HDE, including the following:

• The HDE Program Core Experience (4 credits), is a combination of required coursework, program-wide events, and small group experiences. It is designed to help you develop the capacity to bridge research and practice across human development contexts. Whether your professional trajectory leads you to focus on children, families, communities, or organizations, there are "through lines" (ways of thinking and connecting) from the field of human development that can expand our vision and understanding. For example, understanding individual development within the larger ecological contexts or recognizing human relationships as the driver for many different developmental outcomes. The program experience provides opportunities to discuss and reflect on your insights and professional goals with peers and the teaching team.
• Research methods and applied professional skills courses (4 credits), you will choose from a list of qualitative, quantitative, and skills-based courses. Course subject matter may include statistics and data science in education and organizations, participatory action research for educational justice, and ethnographic methods. 
• Human development, age/context/domain-specific courses (4 credits), tailor your coursework to your chosen career pathway by selecting from a rich and diverse set of courses that deepen your knowledge in a specific age category, context, or domain. Course subject matter may include early childhood development, developmental psychology, preventative and developmental group counseling, college student development, or language and literacy development. 
• The remaining credits are taken via  elective coursework , which includes the opportunity to specialize in a  Concentration . 

Explore our  course catalog . Note, a ll information and courses are subject to change.

School Counseling Strand

Students can get licensed as a school counselor by taking two years of sequenced coursework and fieldwork through our School Counseling Licensure Pathway . Year one consists of pursuing an Ed.M. in the HDE Program and our School Counseling Strand. The School Counseling Strand begins the pathway to Massachusetts licensure in school counseling and prepares K–12 school-based counselors-in-training with the skills necessary to promote positive, healthy academic and social emotional development with an emphasis on prevention and social justice.

Year two consists of our Certificate of Advanced Study in Counseling program, which allows students to pursue Massachusetts initial licensure as a school counselor or school adjustment counselor. Through this curricular sequence and field-based placement, graduates will be prepared to enter K–12 schools as counselors, leaders, and advocates.

Program Faculty

Students will work closely with faculty associated with their area of study, but students can also work with and take courses with faculty throughout HGSE and Harvard.  View our faculty directory for a full list of HGSE faculty.

Faculty Co-Chairs

Junlei Li's research and practice focuses on understanding and empowering human relationships across developmental contexts.

Meredith L. Rowe

Meredith Rowe's research focuses on young children's literacy and vocabulary development, particularly as it is influenced by communication between children and their caregivers.

Gretchen Brion-Meisels

Elizabeth Bonawitz

Hadas Eidelman

Catherine Elgin

Nadine Gaab

Paul L. Harris

Nancy E. Hill

Stephanie M. Jones

James S. Kim

Josephine M. Kim

Nonie K. Lesaux

Huan-Tang Lu

Pamela A. Mason

Dana Charles McCoy

Joseph McIntyre

Luke W. Miratrix

Charles Nelson, III

Gabrielle Oliveira

Ola Ozernov-Palchik

Alexis Redding

Mandy Savitz-Romer

Jack P. Shonkoff, M.D.

Catherine Snow

Carola Suarez-Orozco

Paola Uccelli

Adriana Janette Umana-Taylor

Richard Weissbourd

Jacqueline Zeller

Career Pathways

The HDE Program prepares you for a variety of career pathways, including: 

• School counselor (K–12)   
• Curricula developer
• College or university administrator   
• Afterschool program, camp, or youth organization director  
• Researcher (university centers, nonprofit/for-profit think tank)  
• Local, state, or federal government program administrator  
• Field-staff or program manager at domestic or international non-governmental organizations (NGOs) 
• Consultant, trainer, facilitator, technical assistance provider 

Cohort & Community

You will join an extraordinary cohort of students representing a rich diversity of personal and professional backgrounds. As an HDE student, you will engage in events and professional development opportunities that build community — including discussions about career pathways, conversations with faculty members about their research interests, and other community events. You will find that your cohort members exhibit energy, curiosity, and compassion, as well as a common commitment to understanding the deepest puzzles of development and addressing the greatest practical challenges. This community results in an exhilarating learning environment that forms the basis for lifelong friendships and long-term professional networks.

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Human Development and Education experience and the impact its community is making on the field:

Saved by the Ball

How a high school football team and determined principal helped keep their tiny school from closing

HGSE Honors Master's Students with Intellectual Contribution Award

Early Childhood

Master's Programs

• Education Leadership, Organizations, and Entrepreneurship
• Education Policy and Analysis
• Human Development and Education
• Learning Design, Innovation, and Technology
• Teaching and Teacher Leadership

Personalize your  HGSE Ed.M. program by choosing a concentration in Early Childhood.

The Early Childhood (EC) Concentration prepares you for work in roles across the early childhood education sector — from early childhood teachers to preschool directors, from curriculum developers to tech entrepreneurs, from foundation program officers to policy analysts, and from counselors to advocates. You and your fellow cohort members can select a core course from topics that include a range of child development domains (language and literacy, social-emotional learning, etc.), early childhood policy (in domestic and global contexts), and educator development and support. In addition, you will participate in a seminar where you can interact with experienced professionals and develop opportunities to build your network for important long-term professional action.  

“From early childhood courses to apprenticeships at the Saul Zaentz Academy for Professional Learning to research opportunities through the Harvard Early Learning Study, HGSE has organized around the notion that the years before formal schooling are crucial. Students in this Concentration will participate in, and benefit from, this commitment and will become part of a strong network of professionals who are contributing to today’s ambitious early education agenda.” Stephanie Jones Faculty Co-Chair

Concentration Co-Chairs

Students will work closely with faculty associated with their area of study, but students can also work with and take courses with faculty throughout HGSE and Harvard. The faculty co-chairs for Early Childhood are below.  View our faculty directory for a full list of HGSE faculty.

Hadas Eidelman

Hadas Eidelman focuses on special education policy, developmental process, and data analysis and statistical methods.

Stephanie M. Jones

Stephanie Jones focuses on the effects of poverty and exposure to violence on children’s development and assesses the impact of social-emotional learning interventions.

Cohort and Community

As you explore the EC Concentration, you will meet and collaborate with fellow cohort members who share a commitment to early childhood education research, practice, and policy. Through interactions with peers from diverse backgrounds, networking opportunities, and activities drawn from throughout the university, you will build a robust and vibrant community of next-generation scholars and practitioners, dedicated to transforming the field of education. 

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Master's Programs

Education (PhD) – Early Childhood

Program at a glance.

• In State Tuition
• Out of State Tuition

Learn more about the cost to attend UCF.

This program has temporarily suspended admission effective Fall 2020.

The Early Childhood track in the Education PhD program requires a minimum of 60 credit hours beyond the master's degree. Students must complete 24 credit hours of core courses, 15 credit hours of specialization courses, 6 credit hours of independent study, and 15 credit hours of dissertation. All students must also complete the candidacy examination.

Total Credit Hours Required: 60 Credit Hours Minimum beyond the Master's Degree

Application Deadlines

• International

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Enter your information below to receive more information about the Education (PhD) – Early Childhood program offered at UCF.

Track Prerequisites

A master's degree in a related field of study.

Degree Requirements

Required courses.

• IDS7500 - Seminar in Educational Research (1 - 99)
• IDS7501 - Issues and Research in Education (3)
• EDF7475 - Qualitative Research in Education (3)
• EDF7403 - Quantitative Foundations of Educational Research (3)
• EDF7463 - Analysis of Survey, Record, and Other Qualitative Data (3)
• IDS7502 - Case Studies in Research Design (3)
• EDF7406 - Multivariate Statistics in Education (3)
• IDS 7502 - Case Studies in Research Design may be substituted with one of the approved research electives in Group A listed under Program Details EDF 7406 - Multivariate Statistics in Education may be substituted with one of the approved research electives in Group B listed under Program Details

Specialization Courses

• EEC7058 - Theoretical Foundations of Early Childhood (3)
• EEC7673 - Early Childhood: Professional Publishing and Grant Writing (3)
• EEC7055 - Advocacy, Public Policy, and Program Evaluation (3)
• EEC7409 - Current Trends in Child, Family, and Community Sciences (3)
• EEC7676 - Critical Analysis of Early Childhood Research (3)

Required Internship

• EEC7945 - Early Childhood: Internship in Teaching and Supervision (3)
• EEC7948 - Early Childhood: Internship in Research (3)

Dissertation

• Earn at least 15 credits from the following types of courses: Dissertation Doctoral students must present a prospectus for the dissertation to the doctoral adviser, prepare a proposal and present it to the dissertation committee, and defend the final research submission with the dissertation committee.
• To enter candidacy for the PhD, students must have an overall 3.0 GPA on all graduate work included in the planned program and pass all required examinations. Examinations will be scheduled by the student and major adviser. The associate dean for graduate studies and research must be notified of the date and location of the exam 30 days in advance. Students must be enrolled in the university during the semester an examination is taken. The following are required to be admitted to candidacy and enroll in dissertation hours: - Completion of all course work, except for dissertation hours. - Successful completion of the candidacy examination. - Successful defense of the written dissertation proposal. - The dissertation advisory committee is formed, consisting of approved graduate faculty and graduate faculty scholars. - Submittal of an approved program of study.

Candidacy Examinations

• All PhD candidates will be required to complete two examinations. Please note that there may be variations in length of exam time and content based on the respective requirements of each track. - Research in the Specialization—8-hour written examination. - Specialization—3-hour oral examination.

Grand Total Credits: 60

Application requirements, financial information.

Graduate students may receive financial assistance through fellowships, assistantships, tuition support, or loans. For more information, see the College of Graduate Studies Funding website, which describes the types of financial assistance available at UCF and provides general guidance in planning your graduate finances. The Financial Information section of the Graduate Catalog is another key resource.

Fellowship Information

Fellowships are awarded based on academic merit to highly qualified students. They are paid to students through the Office of Student Financial Assistance, based on instructions provided by the College of Graduate Studies. Fellowships are given to support a student's graduate study and do not have a work obligation. For more information, see UCF Graduate Fellowships, which includes descriptions of university fellowships and what you should do to be considered for a fellowship.

Group A (Course below may be taken in place of IDS 7502 - Case Studies in Research Design in fulfilling CORE requirement above)

• EDF 7406 - Multivariate Statistics in Education 3 Credit Hours
• EDF 7405 - Quantitative Methods II 3 Credit Hours
• EDF 7410 - Application of Nonparametric and Categorical Data Analysis in Education 3 Credit Hours
• EDF 7415 - Latent Variable Modeling In Education 3 Credit Hours
• EDF 7473 - Ethnography in Educational Settings 3 Credit Hours
• EDF 7474 - Multilevel Data Analysis In Education 3 Credit Hours
• EDF 7488 - Monte Carlo Simulation Research in Education 3 Credit Hours
• SPA 7495 - Doctoral Seminar II: Spoken and Written Language Disorders 3 Credit Hours (Communication Sciences Track students only)
• IDS 7938 - Research Cluster Seminar 3 Credit Hours

Group B (Course below may be taken in place of EDF 7406 - Multivariate Statistics in Education in fulfilling CORE requirement above)

The dissertation satisfies the independent learning requirement.

Early Childhood Education EdD

Doctor of education in early childhood education or early childhood education policy.

Ed.D. in Early Childhood Education

The Ed.D. specialization in Early Childhood Education prepares candidates for college teaching, research, policy, and other leadership positions in early childhood education and in early childhood special education. The program is highly selective, aiming to identify and prepare individuals whose prior education and experience (minimum 3 years of teaching experience required) offer promise of the ability to develop modes of inquiry suitable to address the field’s complexities. Core courses emphasize theory and foundations in the study of childhood(s), early childhood education, and early childhood special education as well as research methods and training. Combining rigorous methodological, conceptual, and practical experiences, the program is designed for those interested in research pertaining to contemporary childhood culture, early childhood education, and the social/cultural/political issues around childhood. Seminars focus on special topics in the field. Opportunities for involvement in faculty-sponsored research and professional development activities are an integral part of the program concentration.

Ed.D. in Early Childhood Policy

The Ed.D. in Early Childhood Policy prepares candidates for leadership positions, college teaching, and research in early childhood policy. The concentration is highly selective, aiming to identify and prepare individuals whose prior education and experience offer promise of the ability to develop modes of inquiry suitable to the field’s complexities. Combining rigorous methodological, conceptual, and practical interdisciplinary experiences, the program is designed for those interested in shaping local, state, and national policy agendas for young children and their families. It is predicated on the principle that individuals making policy decisions that affect the lives of children, families, and communities must have thorough knowledge of both substantive content (early childhood practices, pedagogy, and theory) and research. While the focus of this program is on U.S. early childhood policy, there is opportunity for international and comparative work.

Early Childhood Education Special Education

This concentration prepares students for careers related to leadership and advocacy in the field, research and scholarship, and higher education and teacher preparation programs. Core courses emphasize theory and foundations in general and special early childhood education and research methods and training. Seminars and advanced practica focus on special topics in the field. Opportunities for involvement in faculty-sponsored research and professional development activities are an integral part of the program concentration.

Questions about the Ed.D. program? Contact  Mark Owen , Program Manager.

• Admissions Requirements

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Education

• Points/Credits: 75
• Entry Terms: Fall Only

Application Deadlines

• Spring: N/A
• Summer/Fall (Priority): December 1
• Summer/Fall (Final): December 1

Supplemental Application Requirements/Comments

• Online Degree Application , including Statement of Purpose and Resume
• Transcripts and/or Course-by-Course Evaluations for all Undergraduate/Graduate Coursework Completed
• Results from an accepted English Proficiency Exam (if applicable)
• $75 Application Fee
• Three (3) Letters of Recommendation, two (2) of which must be academic
• Academic Writing Sample
• Evidence of a minimum of 3 years teaching experience

Requirements from the TC Catalog (AY 2023-2024)

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

Early Childhood Education

At the doctoral level, the specialization in Early Childhood Education prepares candidates for college teaching, research, policy, and other leadership positions in early childhood education. The degree program is highly selective, aiming to identify and train individuals whose prior education and experience, whether or not it has specifically been  in the field of early childhood, gives promise of the ability to develop modes of inquiry suitable to the field’s complexities.

Early Childhood Policy

The Doctor of Education (Ed.D.) degree concentration in Early Childhood Policy prepares candidates for leadership positions, college teaching, and research in early childhood policy. The degree concentration is highly selective, aiming to identify and train individuals whose prior education and experience, whether or not it has specifically been in the field of early childhood, gives promise of the ability to develop modes of inquiry suitable to the field’s complexities. Combining rigorous methodological, conceptual, and practical interdis-ciplinary experiences, the degree program is designed for those interested in shaping the policy agenda for young children and their families. It is predicated on the principle that undergirding all policy work, candidates must have thorough understandings of both substantive content (early childhood practices, pedagogy, and theory) and research skills. While the focus of this program is on U.S. early childhood policy, there will be opportunity for international and comparative work.

• View Other Degrees

Program Director : Professor Haeny Yoon

Contact Person: Kara Sheridan (Program Manager)

Phone: 212.678.3860

Email: sheridan@tc.edu