Ed.S. in Early Childhood

Early childhood, as a field, refers to young children (prenatally through 8 years old) as well as to those adults, programs, and agencies that have a significant impact on children’s development and learning. It is a field ripe with current research and opportunities to contribute to positive social change. Education professionals in this course explore the integrative and collaborative richness of the field from its history, values, and ethics to current issues and trends. As part of this foundational course, early childhood professionals learn the process of how to successfully complete their doctoral (Ed.D.) or education specialist (Ed.S.) degree, understanding how Walden supports them in developing (1) facility with Walden University’s online learning environment; (2) understanding the university’s and the program’s support systems, expectations, and outcomes; and (3) advanced graduate-level critical-thinking, research, and writing skills.

Why is the well-being of young children vital to learning and later success in life? Research continues to indicate that early influences are critical to the development of children’s brains and lifelong health. Scientific evidence also indicates that there is intrinsic value for young children in experiencing the joy and discovery of childhood. Such experiences not only generate later positive outcomes to society, but they also contribute to viewing life with optimism, learning social skills, and coping with stress. In this course, early childhood professionals study current national and international thinking with regard to early childhood development. Course content also includes global perspectives related to designing, implementing, and evaluating experiences for every child. Special attention is paid to brain research; factors that promote and impede development and learning; and effective assessment of development, learning, and teaching/programmatic practices.

In Applied Research in Education, educators will develop a broad understanding of theoretical frameworks and of the appropriate use of both qualitative and quantitative methods. Another focus of the course is also on methods designed specifically for studying human development and how individuals learn. Methods will be explored through studying the philosophy of research and particular research strategies, reviewing literature in the field, and through searching for and critically analyzing literature relating to learners’ individual interests.

Early childhood professionals understand that building reciprocal relationships with children’s families and community members is essential to promoting positive outcomes for children. Whether early childhood professionals intend to impact positive social change by working with children and families in early childhood settings or in related professions, understanding the complexities of such relationships and the skills of relationship building are essential. The focus of this course is on research-based knowledge of family dynamics and the vital role relationships play in children’s lives. Special attention is paid to relationship building through the lens of cultural responsiveness and by studying how identities are defined and evolve related to ethnicity, race, economic class, gender, and sexual orientation. Education professionals are challenged to delve deep into issues related to risk factors such as trauma, poverty, bias, stereotyping, and homelessness as well as to study factors that support resilience.

Healthy development of children from prenatal stages throughout early childhood does not depend on one group of people, one type of agency, or even a continuum of quality early childhood education. Rather, public policy, government processes, funding streams, and research from disciplines such as medicine, psychology, and public health all have an impact—positive and negative—on whether children and families thrive. In this course, educators examine existing early childhood systems—how they function and how they interact—with the goal of improving services for young children and families. Education professionals research and evaluate case studies to develop a deep understanding of the ways that systems are impacted by funding and public policy, determine services, function in today’s society, and ultimately affect the lives of young children and families.

What knowledge, skills, and dispositions should early childhood leaders exemplify? The field needs leaders who (1) know the history and understand the values and ethics of the field; (2) who approach the present and the future as critical and creative thinkers committed to positive change; (3) who are advocates, researchers, relationship builders, data-driven decision makers, and managers of change with a keen understanding of diversity, humane interaction, organizational development, and system-oriented thinking. In this course, professionals engage in the study of leadership for positive social change in the early childhood field, which culminates in a capstone project that requires participants to apply the knowledge, skills, and dispositions of a leader to effect change in an early childhood setting of their choice.