View our EdD Early Childhood specialization completion requirements
Minimum degree requirements:
60 quarter credits
- Core courses (50 cr.)
- Capstone (10 cr.)
Minimum degree requirements:
60 quarter credits
Courses
In the EdD Early Childhood Education specialization, you’ll build skills and progress toward your final capstone project in every course.
Disclaimers: Walden students have up to 8 years to complete their doctoral program unless they petition for an extension.
In general, students are continuously registered in the dissertation/doctoral study course until they complete their capstone project and it is approved. This usually takes longer than the minimum required terms in the dissertation/doctoral study course shell.
To complete a doctoral dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.
For a personalized estimate of the number of your transfer credits that Walden would accept, call an Enrollment Specialist at 844-937-8785.
Courses
PhD completion program courses help you return to doctoral work, match with an advisor, and stay on track to finishing your dissertation.
Discover career opportunities in your area that match your interests.
Elizabeth Cipriano Essel received her PhD in Human Development and Family Studies from the Pennsylvania State University in 2010. She currently is a Contributing Faculty Member for Walden’s MS Psychology CBE TEMPO program. From 2012-2024, she served as a Contributing Faculty Member for Walden’s Psychology/Developmental MS and PhD Program. She is also currently an undergraduate instructor in Human Development and Family Studies for Pennsylvania State University’s World Campus. Professionally, she has worked as a researcher on various projects exploring how children’s social and emotional development is impacted by individual differences in temperamental reactivity and regulation, parenting processes, and experiences of child maltreatment.
DPSY 8125 - Lifespan Development
DPSY 8111 - Themes and Theories in Developmental Psychology
DPSY 8121 - Development in the Digital Age
PhD, Pennsylvania State University
MS, Pennsylvania State University
BA, University of Michigan
1T32MH070327-03. NIMH Early Childhood Mental Heal, Pennsylvania State University, 2006
Translational Research in Child Neglect Consortium, , 2009
Building Careers in Research for Child Maltreatmen, , 2012
Essel, E. C., Skowron, E., Gatzke-Kopp, L. (2011). ). Children’s cardiac reactivity moderates the relationship between exposure to family violence and behavioral adjustment. . Child Maltreatment,
Van Epps, J., Skowron, E., Essel, E. C., Woehrle, P. A role for Bowen Family Systems Theory in guiding cross-disciplinary, translational research and effective intervention: Current developments and future directions. .
Skowron, E., Essel, E. C., Gatzke-Kopp, L., Teti, D., Ammerman, R. (2014). Early adversity, RSA, and inhibitory control: Evidence of children's neurobiological sensitivity to social context. . Developmental Psychobiology
Essel, E. C., Skowron, E., Stifter, C., Teti, D. (2013). Heterogeneity in maltreated and non-maltreated preschool children’s inhibitory control: The interplay between parenting quality and child temperament. . Infant and Child Development
Skowron, E., Essel, E. C. (2009). Child neglect, mother differentiation of self, and cardiovascular reactivity in low-income rural families. .
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