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.
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
Develop the skills and confidence you need to tackle complex managerial challenges, contribute new knowledge, or teach at the graduate level.
Courses
Develop the skills and confidence needed for complex managerial challenges and research with Walden’s ACBSP-accredited PhD program.
Discover career opportunities in your area that match your interests.
Dr. Bryant has been working at Walden University since 2012 teaching in the mental health and school counseling graduate programs. She has experience working as a school counselor and currently works in private practice as a mental health counselor. Dr. Bryant has previously served on the editorial board for Professional School Counseling and as a CACREP accreditation team member.
COUN 6316 - Techniques of Counseling
COUN 6250 - Group Process and Dynamics
BA, University of Northern Iowa
MA, University of Northern Iowa
PhD, University of Iowa
United Way of Eastern Iowa, Committee Member - Cedar Rapids
Certificate of Excellence in Teaching, Walden School of Counseling, 2022
Bryant, J. K. (2009). School counselors and child abuse reporting: A national survey. Professional School Counseling
Bryant, J. K., Strabavy, D. J. (2015). Section 504 considerations for students with internalizing disorders experiencing academic difficulties.. Ideas and Research You Can Use VISTAS 2015
Kottman, T., Bryant, J. K., Alexander, J., Kroger, S. (2009). Partners in the schools: Adlerian school counseling.
Bryant, J. K., Joanna, N. (2011). Supporting and preparing first-generation college students in the high school environment: Implications for school counselors.. Michigan Journal of Counseling Research, Theory and Practice
Bryant, J. K. (2010). The benefits of using art therapy in group counseling. Tennessee Counseling Asociation Journal
Bryant, J., KRISTEN, M. L. (2020). Adverse Childhood Experiences (ACEs): Implications for Counselors. Wisconsin Counseling Journal
Bryant, J. K., Mark, D., Dana, S. J. (2013). Gatekeeping in counselor educaiton programs: An examination of current trends. VISTAS 2013
Bryant, J. K. (2023). Emotional Abuse: Strategies for Identifying and Reporting. Journal of Counseling Research and Practice
Bryant, J. K., Milsom, A. (2005). Child Abuse Reporting by School Counselors. Professional School Counseling
Milsom, A., Bryant, J. (2006). School counseling departmental websites: What message do we send?. Professional School Counseling
Bryant, J. K., Baldwin, P. A. (2009). School counsellors' perceptions of mandatory reporte training and mandatory reporting. Child Abuse Review
Bryant, J. (2010). Gatekeeping Procedures for Counselor Educators: Legal, Ethical and Programmatic Considerations. American Counseling Association
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