phd early years education

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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.

Scholars and Leaders

This is one of a limited number of programs in the country that focuses solely on early childhood. Students and faculty are reflective partners actively engaged in pursuing the knowledge, skills, and dispositions to be teachers, researchers, professionals, and leaders in early care and education. 

Further understand early childhood education by exploring its history, influences, and modern methodologies through curriculum informed by the conceptual framework and principles of the National Association for the Education of Young Children (NAEYC). Students have the opportunity to study behavior, explore the latest research for early childhood programs, and uncover innovative practices and trends that serve the diverse needs of children.

Become a scholar and a leader in the Early Childhood Education program, where knowledge meets action to impact the future of early childhood education.

Professional Preparation

Student will consider social and cultural diversity within children and families while studying what influences young learners, teachers, and families. Students also have the opportunity to publish in peer-reviewed journals, strengthen collaborative skills in grant writing, and delve into pivotal social and educational policy issues shaping literacy learning. 

Professional applications for the Early Childhood Education, Ph.D., include many career opportunities. Among others, students may: 

• teach at a community college or 4-year college/university
• be involved in education leadership opportunities (local district, state, education organizations) and educational publishing companies
• oversee private early childhood programs
• pursue positions where the focus is on young children (nutrition, physical therapy, etc.)

This mostly online degree program requires completion of 69-84 semester credit hours. Students have seven calendar years from the date of initial registration to complete and successfully defend a dissertation.

"Mostly Online" means that all coursework will be completed online with one required intensive session on campus per semester.

Program information including curriculum and graduation requirements can be found in the ETSU Graduate Catalog .

Become an Education Leader

Steps to Apply

Step 1 - create your etsu application account step 1    create your etsu application account by choosing the "sign up" option step 2 - sign into the etsu application portal step 2    sign in to the etsu application portal and select "start a new application" step 3 - complete the remaining fields step 3    choose "graduate," select your student type (domestic or international), select "doctorate," term, then choose  ph.d. early childhood  and complete the remainder of the form..

Take me to the application portal

Credits to complete this program: 69-84 credit hours

Frequently Asked Questions

East Tennessee State University is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award baccalaureate, master’s, education specialist, and doctoral degrees. East Tennessee State University also may offer credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of East Tennessee State University may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC's website  ( www.sacscoc.org ).

This program requires a Master's Degree in Early Childhood or a related field from a regionally accredited university.

The GRE is required for this program. There is no cut-off score, but the department uses the GRE to provide information on how to best support its students.

There are synchronous on-campus program cohorts, as well as a hybrid cohort that is mostly online with one Friday–Sunday weekend per semester on-campus.

The hybrid cohort courses are asynchronous, but there is one on-campus gathering each semester (usually mid-semester) Friday–Sunday from 9:00 a.m. until 4:00 pm EST (includes a one hour lunch break).

On-campus courses meet weekly from 4:30-7:30 EST in Warf-Pickel Hall, where the Department of Early Childhood Education is located on ETSU's main campus.

The program of study requires a dissertation.

There are also two apprenticeship options, generally with faculty but sometimes with leaders in the field. One is a research apprenticeship, working on a research project of a faculty member; and there are options for the second apprenticeship. These are:

• University teaching – teaching an undergraduate course for the department
• Teacher development – developing modules for professional development for others in the field
• Early Intervention – working with an early intervention practitioner in the field
• Leadership – working with a leader in the field

Full-time students typically complete the program in 4.5-5 years.

Part-time students typically complete the program in 5-7 years. 

Students are encouraged to visit the Paying for Graduate School website for information regarding ETSU graduate scholarships and other financial resources.

2024 Guide to a Ph.D. in Early Childhood Education Online

Take our quiz and we'll do the homework for you! Compare your school matches and apply to your top choice today.

Early Childhood Education Ph.D. Program Overview

Students pursuing a doctorate in early childhood education online should note that schools’ requirements vary. Private and nonprofit schools may possess different admission requirements than public schools. Similarly, accredited programs may offer slightly different curriculum paths.

Furthermore, program outcomes may also vary depending on the school’s learning goals. While the number of online programs continues to increase, early childhood Ph.D. students should only consider accredited programs. The subsections below contain more detailed information about what students can anticipate.

Application Requirements and Admission Criteria

The best doctorate in early childhood education online programs often require a master’s degree in a similar field with a 3.0-3.5 GPA. Students without these qualifications may need to complete additional coursework to qualify. Additionally, schools may require two or more years of field and research experience.

Typical application processes include a fee, official transcripts, a resume, and recommendation letters from professional or academic references. Institutions often request samples of students’ writing, which can include publications or previous course papers. Otherwise, students may submit personal statements, which overview accomplishments and career objectives.

Schools may also request standardized test scores, such as the GRE or Praxis exam. International learners should also submit scores for an English proficiency exam. Competitive programs may require interviews prior to admission. Students can interview in person, on the phone, or through virtual tools like Skype or Zoom.

A doctorate in early childhood education online often requires 48 credits at minimum. However, students who hold master’s degrees in unrelated fields or students completing a joint master’s and Ph.D. program may need to complete additional coursework, which can extend their overall program length. Longer programs may require as many as 90 credits. Additionally, the best early childhood education doctoral programs offer multiple concentration areas through elective selections. This additional curriculum can extend program lengths.

Early childhood Ph.D. programs often require students to complete fundamental advanced coursework at the beginning of their program, prior to beginning dissertation coursework. These courses focus on philosophy and ethics in early childhood education, study advocacy, policy, and leadership in the field. Other topics include curriculum inquiry, professional learning and leadership, or contemporary research of teaching effectiveness.

Programs may allow students to take foundational coursework mixed with field experiences that mingle with dissertation-related coursework. For instance, universities offer doctoral seminars and independent studies. However, the final program tasks focus on dissertation work.

Dissertation often includes research courses, such as human inquiry, mixed methods research, directed research, and qualitative research. Additional criteria for the best online doctoral programs in early childhood education can include an assessment, portfolio, literature review, and internship.

Degree Options & Potential Careers

Individuals with a doctorate in early childhood education online possess the knowledge and skills to support others as subject-matter experts. This degree emphasizes areas employers seek, including psychology, data analysis, and policy development.

Employers view applicants with a Ph.D. in early childhood education as subject-matter experts in comparison to applicants with a master’s degree . The best candidates possess classroom experience and a passion for working with students through age eight. Lucrative career opportunities include educational program directors or admission coaches. This page discusses requirements for online early child Ph.D. programs in addition to accrediting bodies and professional organizations.

Program Outcomes

A doctorate in early childhood education online prepares students to excel in administrative or leadership roles. Course content emphasizes child development , including social, emotional, physical, and cognitive growth. This research-intensive program trains students to conduct qualitative and quantitative research initiatives, which professionals can use to structure early childhood curricula. Professionals can also use research skills to develop solutions to current issues in the field.

A Ph.D. in early childhood education creates professional opportunities that require critical thinking and effective decision making. Students employ these skills when developing modes of inquiry, debunking complexities within educational policy, initiating organizational change, or collaborating with staff and student families.

Early childhood education doctoral students engage in multiple field experiences with their target population. Real-world settings and scenarios allow students to apply what they’ve learned under the supervision of seasoned professionals. Dissertation work also creates opportunities for competency-based learning in applied settings, while reinforcing research skills.

Should I Earn an Online Doctorate in Early Childhood Education?

Earning a doctorate in early childhood education online requires a significant time commitment. Students should outline their ideal career to determine if this degree meets their goals. For instance, a Ph.D. in early childhood education provides research-based methods and skills that help professionals identify possible causes of current issues. Students also learn how to design experimental or theoretical models, identify information sources, develop organizing principles to evaluate data, and generate solutions to current gaps in the field.

The best programs typically provide mentorship and supervision through multiple field experiences, which allow students to perfect their research and problem-solving process before entering the job market. Supervision also helps Ph.D. students develop efficient processes and effective workflow.

Additionally, doctoral programs allow professionals to pursue niche areas that interest them. Colleges and universities provide fundamental, advanced coursework. Afterward, students write a dissertation around their interests. A doctorate in early childhood education is one of the field’s most highly recognized credentials. As a terminal degree, graduates qualify for multiple leadership opportunities in various settings. Graduates may also bolster credibility by publishing journals, academic findings, and participating in conferences.

Professionals with an early childhood education doctorate qualify for senior leadership positions that require education, experience, and an in-depth understanding of the field.

What Can I Do With an Online Doctorate in Early Childhood Education?

Candidates with a doctorate in early childhood education qualify for elite roles in leadership, which may include positions like childcare center program director, director of education programming at public or private preschools, preschool admission coach, a college or university professor, or a school superintendent.

Professional settings for these roles vary. For instance, some professionals may remain in classroom settings within a private or public institution. School administrators work outside classroom settings in private or public sectors of elementary schools. Their roles require collaboration with the superintendent or school board members, which may occasionally remove them from the school building.

Some roles require travel between schools and government facilities. For instance, superintendents collaborate with the department of education to stay abreast of laws and policies. Some professionals may choose to work with the government full time as a consultant. This role requires subject-matter experts who can help teachers and administrators in educational facilities improve their teaching methods and processes.

Contrastingly, Ph.D. graduates who enter academia may work for nonprofit, for-profit, or public colleges or universities. Outside the classroom, academia professionals also gain access to research opportunities, which allow professionals to collaborate with other experts to improve the early childhood education field. Research projects also often lead to scholarly publishing. Additionally, postsecondary work can lead to curriculum development for future practitioners in the field.

Overall, a doctorate in early childhood education online creates opportunities for elite roles. While professionals can work within school environments, the greater education field needs highly qualified, passionate professionals who can improve other areas of the field. Therefore, job opportunities exist in the public, private, and government sectors. Professionals can also access opportunities at the postsecondary level, within hospitals, or pursue self-employment through consultant work.

School Superintendent

Elementary, middle, or high school principal, postsecondary teacher, education administrator, education consultant, accreditation for online early childhood education doctorate programs.

Postsecondary accrediting agencies exist to establish a minimum quality standard. This helps validate students’ competencies and skills. Students earning a doctorate in early childhood education online should consider programs with  Council for the Accreditation of Educator Preparation  (CAEP) accreditation. CAEP evaluates educator preparation programs for their content, field experience requirements, and selectivity.

Students interested in academia careers might also consider programs accredited by the  Council for Higher Education Accreditation  (CHEA), which requires excellent academic quality standards. Additionally, the  U.S. Department of Education  collects data, enforces statutes, and distributes funds. Students can access online databases of recognized accrediting agencies and all accredited schools.

Early Childhood Education Professional Organizations

The education industry experiences constant change, development, and innovation. Therefore, incumbents benefit from professional organizations that provide access to cutting-edge research and technology innovations. Colleges and universities often participate in student membership chapters that evolve into professional memberships after graduation.

Professional organizations often provide scholarships or fellowships, which allow early childhood education Ph.D. students to receive support or mentorship from experienced professionals. Professional organizations also allow members to apply for organizational roles, which provide valuable experience. For instance, members could become a board member, serve on specific committees, or support a preferred initiative.

Educational membership associations offer multiple benefits, including networking events, discussion forums, digital journals, online catalogs, newsletters, and professional development opportunities. Members gain access to continuing education requirements, which satisfy relevant licensure renewal requirements. Most organizations also provide career support through online job boards.

This organization emphasizes leadership in early learning centers. Members can access a yearly conference and professional development. This organization also provides webinars on topics like finance, budgeting, and disciplinary action.

Association for childhood education international, national education association, national head start association, national association for the education of young children.

Best Accredited Online Ph.D. Programs 2024

Online Ph.D. programs provide students with flexible schedules and affordable tuition. Check out the top-ranked programs in this comprehensive guide.

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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

Curriculum & Instruction

Learn more about UMass Boston's Curriculum & Instruction department, our research, and our faculty.

College of Education & Human Development

Learn more about the faculty, research, and programs that make up our College of Education & Human Development.

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2024 Best Online PhD in Early Childhood Education [Doctorate Guide]

This leadership program with a specialization in early childhood education gives graduates every tool they need to succeed in the classroom.

To take the next step as a teacher, researcher or policymaker, consider an Online PhD in Early Childhood Education.

Editorial Listing ShortCode:

Not only can it help qualify you for higher-level jobs in the industry, but it can also help you boost your personal and professional development and give you more confidence in your chosen career. Additionally, since it can be earned almost entirely online, you can fit it into your schedule with more flexibility than a traditional PhD program.

Universities Offering Online PhD in Early Childhood Education Degree Programs

Methodology: The following school list is in alphabetical order. To be included, a college or university must be regionally accredited and offer degree programs online or in a hybrid format.

American College of Education

American College of Education’s Doctor of Education in Leadership program offers a degree in early childhood education at a flexible rate and affordable price. Alongside their core courses, students take 18 credits in a specialization of their choice, ranging from higher education, wellness, curriculum and instruction, and more.

• EdD in Leadership – Early Childhood

American College of Education  is accredited by The Higher Learning Commission.

Brenau University

At Brenau University, the online Doctorate in Education in Elementary Education can be completed in just 3 years. Students choose across three concentrations to become experts in their study of early childhood education, making them more effective in the classroom as leaders, instructors, and guides for young minds.

• EdD in Elementary Education – Early Childhood

Brenau University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Concordia University – Chicago

Concordia University provides an online Doctorate in Early Childhood Education that balances theory, practice, and policy. Students complete work in pedagogy that provides them with research and hands-on experience.

This leadership program with a specialization in early childhood education is designed to give graduates every tool they need to succeed in the classroom.

• PhD in Leadership – Early Childhood Education

Concordia University Chicago  is accredited by the Higher Learning Commission.

East Tennessee State University

East Tennessee State University’s PhD in Early Childhood Education is a mostly online program designed to develop classroom skills to help elementary teachers excel. This 70 credit hour, affordable program emphasizes teacher learning and leadership development and helps graduates translate this development into their careers as teachers.

• PhD in Early Childhood Education

East Tennessee State University  is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

Fielding Graduate University

Fielding Graduate University offers a top quality PhD in Infant and Early Childhood Development. Fielding graduates do work in scholarship alongside individualized experience to develop their education and skills in this challenging career.

This multidisciplinary, affordable program offers emphasis in developmental disorders and mental health.

• PhD in Infant and Early Childhood Development

Fielding Graduate University  is accredited by the WASC Senior College and University Commission.

National University

National University’s PhD in Education with a concentration in Early Childhood Education is a completely online course program that emphasizes passion and mastery of a wide range of education topics. It is designed to help students develop pedagogical and research knowledge alongside leadership skills to excel in the early childhood classroom.

• PhD in Education – Early Childhood Education

National University is accredited by the WASC Senior College and University Commission.

University of Alabama – Birmingham

The goal of the University of Alabama at Birmingham’s online PhD in Early Childhood Education program is to help aspiring teachers learn how to support the individual needs of their students while driving their student body toward success.

In this flexible course load, PhD students choose between three concentrations to balance their knowledge and experience as they translate their education into the classroom setting.

The University of Alabama at Birmingham is accredited by the Southern Association of Colleges and Schools Commission on Colleges.

University of Colorado – Denver

The University of Colorado at Denver’s School of Education & Human Development offers a uniquely qualified PhD in Early Childhood Education. This 3 to 5 year, 54 credit degree program is designed to teach students pedagogical tools as well as research and classroom management skills.

Graduates become teachers as much as advocates and leaders in their communities.

• EdD in Leadership – Educational Equity, Early Childhood Education

The University of Colorado – Denver is accredited by the Higher Learning Commission.

University of North Dakota

At the University of North Dakota, the Doctorate in Education in Educational Practice and Leadership program is held in a 3 year, online format. It is designed to help students learn the skills and knowledge necessary to be future directors, superintendents, or other education professionals.

This dissertation in practice includes research development and hands-on experience in a classroom setting.

• EdD in Educational Practice and Leadership

The University of North Dakota is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools.

Walden University

Walden University’s PhD in Education in Early Childhood Leadership and Advocacy is designed to give graduates the skills they need to help change children’s lives for the better. This online degree includes a published dissertation and capstone project as part of student research and development.

They program’s goal is to help students become ethical, capable professionals in the field of childhood care.

• PhD in Education – Early Childhood Leadership and Advocacy

Walden is accredited by The Higher Learning Commission.

Online PhD in Early Childhood Education Programs

Early Childhood Education (ECE) is a branch of study dedicated to the education and development of very young children. Depending on the program, it can cover pre-kindergarten ages only, or it can cover kindergarten and elementary school kids up to certain grades.

Typical subjects include literacy, curriculum design, childhood development, education administration, family learning and more. It might also cover topics like diversity in the classroom or policy making in the boardroom.

There are two ways to earn your degree: a Doctor of Philosophy (PhD) in Early Childhood Education or a Doctor of Education (EdD) in Early Childhood Education. They’re both highly specialized degrees, and their programs can be quite competitive. You should start applying early to maximize your chances of admission.

Additionally, you should know that there may be some face-to-face requirements for early childhood education online degrees . Real-world experience is considered a necessary component of your education, and it can also be a requirement for things like teaching licenses or professional certifications.

For early childhood education, real-world experience usually focuses on classroom experience or other instructional practicums. If you’re getting your degree online, you might be asked to fulfill these obligations locally with pre-approval from your school.

Last but not least, consider the specialization options that are available with this degree. While early childhood education is a specialty within itself, some programs offer even further ways to refine your area of study. For example, you might be able to focus on policy, administration, instructional design, special education or more.

Early Childhood Education Careers & Salaries

What can you do with an early childhood education PhD? It depends on your interests.

Many people go on to become teachers. They work directly with kids in K-12 schools, or they teach the next generation of early childhood educators in colleges and universities. They can also work in any other environment that welcomes teachers, including daycares, community centers, childcare centers and tutoring companies.

If you aren’t comfortable in a classroom, you can also find a variety of desk jobs such as administrator, principal, counselor, coordinator or materials designer. You might plan curricula, write educational policies or develop early education programs for schools and social service agencies.

Out-of-the-box careers for early childhood educators can include everything from nonprofit directors to educational research analysts. It all depends on what you want to do and where you’re willing to go, however, having a PhD or even just an early childhood education masters degree online can help make you eligible for a number of opportunities.

Here are just a few options for early childhood education careers:

According to the Bureau of Labor Statistics , people in education and training occupations earn an average of $52,380 per year. However, they don’t track data for early childhood educators specifically, and their average includes everyone from childcare workers with associate degrees to university professors with PhDs.

In other words, you’ll need to be careful when looking at wage information. It’s a very flexible thing where accurate, up-to-date research is needed.

Choosing an Online PhD in Early Childhood Education

It’s always important to do your research when choosing a degree program, but it’s particularly critical when looking at a PhD in Early Childhood Education online. Since it can represent a large investment of time, money and effort, you’ll want to be completely confident in your choice.

Here are just a few potential criteria to consider:

• Accreditation. Is the university accredited?
• Lead-in to licensure. If you aren’t already licensed or certified for your chosen career, will the program satisfy these requirements?
• Online availability. Is the program available online? Are the classes synchronous or asynchronous? What digital platform will you be expected to use? If there’s a fieldwork component, what’s the criteria for getting it done locally?
• Specializations. If you want to focus your studies in something like policy or research, what are your options for specialization?

There are factors to consider as well, including tuition, deadlines, admissions and faculty-to-student ratio. These are just a few things that can be particularly important with all PhD programs like a PhD in elementary education and not only just for early childhood education.

Early Childhood Education Curriculum & Courses

What will you learn in a PhD program for early childhood education? The honest answer is “it depends,” but if you look at sample curricula, you can get a reasonable idea of what will be expected from you as a student. Here are some common classes in Early Childhood Education PhD programs:

• Research Theory, Design and Methods. Usually offered as separate entities, these courses cover research methodology for educators.
• Childhood Development. You’ve probably seen this class offered at the bachelor’s and master’s level, but at the PhD level, it delves more deeply into topics of health, psychology, literacy, and cultural awareness.
• Social Contexts of Learning. A child’s academic success can depend on much more than their classroom performance, and these courses are designed to teach students how to interpret and shape the various contexts of their learning.
• Family Learning. Expect to see a variety of courses relating to the family unit in early childhood education programs. They might cover everything from parent-child psychology to identifying and intervening with at-risk youth.
• Advocacy. Advocacy can play a big role in securing funds for schools and community centers. If you want to support early childhood education in ways that extend beyond the classroom, these courses can help show you how.
• Childhood Literacy. This is such a broad topic that it’s commonly divided into categories and sub-categories such as teaching literacy or tracking the statistics of literacy. Depending on the core requirements of your program, you might be expected to take several different iterations of it.
• Current Research and Trends in Early Childhood Education. Also called “Special Topics in Early Childhood Education,” this class is an ever-changing one that’s devoted to contemporary issues in the classroom.
• Instructional Design. Another broad-ranging class, this one can be devoted to media, technology, curriculum development, standardized testing and everything in between.
• Dissertation or Capstone Project. Depending on whether you pursue a doctorate or PhD, you’ll be required to complete either a dissertation or capstone project. It could take several semesters for research, development, approval and review.
• Fieldwork. Most childhood education programs have a fieldwork requirement. Even if you’re earning the rest of your degree online, you might need residencies, research opportunities or supervised classroom hours in a real-world setting.

Remember that every PhD program is different, so the core classes at one university might be the optional electives at another.

Admissions Requirements

Admission into an early childhood education program can be quite competitive. There are a limited number of spaces with a large number of teachers, administrators, researchers and other educators who are all seeking an advanced degree. It can help your prospects to know exactly what will be expected of you at admissions time.

• Test scores: Some graduate schools consider themselves “test-optional” schools and waive the GRE and GMAT requirement. Others will expect it, however, and some will even weigh it into admissions scoring with a points-based system.
• Course- or credit-related prerequisites. Some early childhood education programs are limited to students with a demonstrated background in the subject. Others might just require a general number of post-baccalaureate credits before you’re allowed to enroll.
• Resume or CV. Do you have a work history in childcare or education? Have you completed any research, obtained any certifications or published any papers?
• Statement of purpose. Also called your “statement of intent,” this is your chance to sell yourself through a personalized text that outlines both your past achievements and your future career goals.

Other admissions criteria can include interviews, writing samples, letters of recommendation or an entire portfolio.

Reach out to your chosen school for more detailed information about how they choose PhD students, and keep in mind that even if you don’t meet all of their requirements, you might earn yourself a “conditional” or “pre-candidacy” enrollment that can become a real one later.

Accreditation

There are three types of accreditation: regional, national and programmatic. Regional and national accreditation is given to entire universities. For this reason, they’re sometimes called “institutional accreditation.”

Programmatic accreditation is given to specific colleges and departments within universities. In the case of early childhood education, you’ll want to look for accreditation that comes from groups like the National Association for the Education of Young Children (NAEYC).

Another name to know is the Council for Higher Education Accreditation (CHEA). You can view their website if you want to know more about accreditation. They have a searchable database for schools as well.

Financial Aid and Scholarships

It’s a common misconception that financial aid isn’t available for graduate students. It just takes a different form than usual.

For example, if you’re applying for the Free Application for Federal Student Aid (FAFSA), you won’t receive things like the Pell Grant or the Stafford Loan. They’re reserved for undergrads.

Instead, you might qualify for things like the Direct PLUS Loan for Graduate or Professional Students. You might also be eligible for the Teacher Education Assistance for College and Higher Education (TEACH) Grant, something that’s available to future teachers at every level of education.

Another option is seeing if you can get an assistantship or fellowship. These are common for PhD students, and they involve teaching, assisting or grading for professors in exchange for financial aid from the school. You could receive tuition payments or even a small, regular stipend.

Other financial aid options include scholarships, private loans, state-based aid and tuition reimbursement from your employer.

What Can You Do With a PhD in Early Childhood Education Degree?

According to the Bureau of Labor Statistics, occupations related to education and training are expected to grow by 5% over the next decade. This is faster than the national average and translates to more than 440,000 new jobs. What careers will be available within this number? They cover a wide range.

If you’re interested in teaching, for example, you may work directly with kids as a K-12 instructor, or you may become a university professor for early childhood education. If you’re interested in administrative work, you may become a policy maker, program director or educational coordinator.

How Much Does an Online PhD in Early Childhood Education Cost?

The price will vary for a PhD or EdD in early childhood education. The full range is somewhere between $5,000 – $15,000 per year.

It’s hard to get more specific without factoring in things like tuition, financial aid, credit requirements, full-time versus part-time status and more.

How Long Does it Take to Get an Online PhD in Early Childhood Education?

It generally takes around 3 to 6 years to earn a doctorate in early childhood education online.

This is longer than doctorates in other fields such as humanities and social sciences, but it’s shorter than doctorates in STEM fields. As with any degree program, being a full-time student will help you graduate faster than being part-time.

Are There Any Affordable Online PhD in Early Childhood Education Programs?

There are many affordable programs for earning a doctorate in early childhood education, especially if you’re willing to do it online.

Online students often receive discounted tuition rates since they aren’t living on campus and requiring the same resources as others. They might also get priority in things like registering for classes and applying for special programs. There are many benefits to being an online learner.

What is the Difference Between a PhD in Early Childhood Education and an EdD?

There are two common paths to a doctorate-level early childhood education degree online or on-campus. The first is a Doctor of Philosophy (PhD) in Early Childhood Education, and the second is a Doctor of Education (EdD) in Early Childhood Education.

PhD programs are usually more focused on research and academia. They’re a good fit for people who want to work behind the scenes with policy, technology or administration. They’re also suitable for those who want to become tenure-track college professors.

EdD programs tend to have a more real-world focus. They usually put practice before theory, so they’re common for working professionals who are already teaching or doing other things in the field.

Is a PhD in Early Childhood Education Degree Worth it?

Yes, an early childhood education PhD is worth it for many students. According to the Bureau of Labor Statistics, education, training, and library jobs are set to grow at 5% over the next 10 years, faster than the average for all occupations.

Common early childhood education careers in this field include teacher, administrator, researcher, and educational consultant.

Getting Your PhD in Early Childhood Education Online

With so many early childhood education PhD programs out there, you’ll want to start early to get a full look at your options.

It can take months to research programs, gather transcripts, send away for letters of recommendations and apply to both dream and safety schools. An early childhood education degree may be just what you need for a career boost.

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Early Childhood Education Specialization

This specialization is designed to provide candidates with a strong background in research, theory, issues, policies, advocacy and practical experiences in early childhood.

The Concordia University Chicago Leadership PhD program with a specialization in  early childhood education  focuses on the preparation of confident and competent leaders who can provide the voice for young children and who will dedicate themselves to ensuring all young children have access to equitable, appropriate and quality opportunities for care and learning at every age and in every environment.

The degree is built upon the candidate’s prior work in the field. The program provides a theoretical and practical framework for advanced work and leadership in the field of early childhood with an emphasis on current research.

The PhD program provides the opportunity for current and future leaders in the field to extend knowledge in early childhood education and develop understandings of current and future issues in the field. These opportunities are organized into coursework, practical experiences in the field and research.

The focus of this program is to prepare early childhood professionals to assume leadership roles in three major areas:

• Higher education (including teaching, service, and research)
• Leadership and administration of organizations
• Policy, advocacy and politics

Recent graduates of the program have become early childhood leaders in universities, multisite programs, educational planning, and governance and management.

The course work provides the opportunity to receive a high-quality educational program that encourages the development of skills and competencies needed throughout the candidate's professional career as an accomplished early childhood educator, administrator, researcher, policy and advocacy specialist or other leadership roles.

Learning Objectives and Competencies

Upon completion of all coursework and dissertation requirements, candidates will have theoretical and practical knowledge and skills in the following:

• Leadership and advocacy skills in early childhood education that will support the ongoing development of the field.
• An understanding of the methodology and appropriate practices, and problems in public and private early childhood programs with an emphasis on communicating new knowledge and skills within the field and to policy makers and business leaders who collaborate with early childhood professionals in effecting positive change.
• Application of child development of early childhood education to current practice and research.
• Analysis of contemporary early education issues across the country with the goal of identifying research and advocacy needs in the field that will lead to ongoing solutions and best practices.
• Rich experience in ongoing educational research that will further the development and maturation of early childhood education as an important educational field.
• Synthesis of early childhood curriculum, teaching and pedagogy into effective teacher leadership across the range of early childhood policy and practice.
• Design and implementation of appropriate strategies for improved teaching and leadership practice that will then be communicated to the next generation of early childhood professionals through teacher education, advocacy and policy development.
• Development of professional habits and sense of responsibility for reflective practice, providing a model for that reflection to colleagues and community and society.

Throughout the program, candidates will be required to reflect on their beliefs and practices as they relate to early education. That reflection will emphasize the development of competency and servant leadership within the context of integrity and Christian values.

See Academic Catalog for curriculum details on this specialization

Admission Counselor

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Holly Kains

• 708-957-5994

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Early Years Education MA

London, Bloomsbury

MA Early Years Education is one of the flagship programmes of the Department of Learning and Leadership. 

Led by world-leading experts at the IOE, UCL’s Faculty of Education and Society, this programme supports students in developing knowledge and skills to address challenges at the local, national, and international levels. 

The programme allows students to engage with current issues and debates relevant to early years education, increasing understanding of policy development and developing leadership knowledge and skills to assess the quality of early years practice. Students gain understanding of general methodology and research methods, which enables them to conduct research in early years settings, museums, charities and beyon.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Applications closed

Applications open

• Entry requirements

A minimum of a second-class Bachelor's degree from a UK university or an overseas qualification of an equivalent standard is required. Appropriate experience of working with young children is desirable.

The English language level for this programme is: Level 2

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

This programme is suitable for international students on a Student visa – study must be full-time, face-to-face, starting October.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

This programme provides the opportunity for students to access professional development that is informed by best practice in early years education. It will also prepare students for leadership roles and develop their understanding of general methodology and research methods.

This MA qualification is a research-based degree and so is not listed by the English Department for Education as a teaching Early Years Qualification (DfE 2014, last updated 5 September 2022).

Who this course is for

The programme is suited to students of early childhood and educators in the UK and internationally, including early years teachers and professionals, Further Education and Higher Education lecturers, nursery nurses, voluntary and independent providers, and advisers and leaders in areas relevant to early childhood.

What this course will give you

Participants in this programme have the opportunity to develop their understanding and knowledge of early years education by working with experienced early years educators and researchers. The Early Years Education staff team at IOE, UCL’s Faculty of Education and Society have been at the forefront of international research for two decades including the renowned Effective Pre-School, Primary and Secondary Education (EPPSE) project. The programme also has strong links to the innovative  Helen Hamlyn Centre for Pedagogy (0-11) .

The programme provides the opportunity to broaden and deepen understanding of early childhood education, combining theory and practice, policy and current debates internationally to critically address key issues in early years education across a range of contexts. Students will be exposed to rich content in thought-provoking lectures, supported by seminar activities enabling discussion and critical reflections within an international community. 

This degree supports understanding and insights into early years nationally and internationally.  The academic masters contributes to personal and professional development in the field of study. Participants have the opportunity to develop as future agents and leaders for change in early years education. 

The foundation of your career

By taking this programme students develop an international, critical and deep understanding of early years leadership, curriculum, pedagogy and assessment.

The learning and research that I undertook on this course has been of immense benefit in my professional career. Children at my school enjoy a learning culture that has been widely influenced by the research undertaken as part of my studies at IOE. Mark Balaam Early Years Education MA Q&A with Mark Balaam

Employability

Graduates of this programme work in a broad range of careers, both nationally and internationally.  A number have taken up work as advisers to local and national government and as researchers on early childhood programmes.  Graduates can also be found working in nurseries, early years settings, primary schools as leaders and managers and as researchers, lecturers and teacher educators in higher education and in educational services outside schools such as museums, publishing or children's support services. 

The students have the opportunity to be taught by leading academics at the discipline of Early Childhood Education and beyond and participate in important Research projects.

Teaching and learning

Teaching on the MA Early Years Education offers the option to study face-to-face.

Our pedagogy is based around discussion, which take place face-to-face or online via seminars, tutorials and forums. We use a mixture of group seminars and group tutorials and individual tutorials to support student learning.

This programme is delivered through face-to-face for both daytime and evening sessions.

Assessments provide a variety of opportunities to students to work independently and via group work while developing different skills valuable to diverse career settings.

According to UCL Teaching and Learning guidelines a 30-credit module includes 300 hours of student learning time comprised broadly of teaching time, independent study, assessment and feedback.

Students attend lectures and seminars of approximately 30 hours per taught module but are also expected to undertake weekly independent study, reading and structured activities linked to the taught sessions including online engagement through a virtual learning environment.

The Early Years Education MA has four compulsory modules:

• Early Childhood Education
• Researching Early Years and Primary Education
• Contemporary Issues in the Early Years
• Dissertation: an extended piece of writing that will offer you the opportunity to conduct an original study in early years and primary education or an aspect of childhood.

You will also select one optional module. A module is a one-term course, usually involving attendance at ten teaching sessions and the submission of an assignment for assessment.

Year One Early Childhood Education   30 credits  Contemporary Issues 30 credits Leadership/optional 30 credits

Year Two Research Methods  30 credits Dissertation 60 credits

There is also an option for students to complete the MA over a period of time, between 2 and 5 years and the selection of the module is a combination of the teaching offer and student's choice.

The student completing the MA programme in a flexible mode must remain enrolled throughout the maximum of five years but you are free to decide whether or not being selecting module(s) at a particular term of the year.

Compulsory modules

Optional modules.

Please note that the list of modules given here is indicative. This information is published a long time in advance of enrolment and module content and availability are subject to change. Modules that are in use for the current academic year are linked for further information. Where no link is present, further information is not yet available.

Students undertake modules to the value of 180 credits. Upon successful completion of 180 credits, you will be awarded an MA in Early Years Education.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Online - Open day

Graduate Open Events: Early Years and Primary (4-12) Education

Are you interested in furthering your career in education and making a difference in the UK or worldwide? We welcome you to book your place at our Virtual Open Event. You will meet our Programme Leaders, hear about the programmes you are interested in and have the chance to ask any questions you might have. These sessions are free and open to all. Be inspired by our wide-ranging and flexible programmes run by leading academics.

Fees and funding

Fees for this course.

Pathways include: Early Years Education (TMAEDUSEYE01) Primary Education (4-12) (TMAEDUSPEF01) Programme also available on a modular (flexible) basis .

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

If you wish to undertake any of your research in UK schools or settings, you will need to apply and pay for a DBS (Disclosure and Barring Service) check.

Students should take into account any travel, accommodation and expenses involved in their dissertation.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

IOE-Clarke Scholarships

Deadline: 3 May 2024 Value: Tuition fees, return flights and stipend (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

IOE-ISH Centenary Masters Scholarships

Deadline: 3 May 2024 Value: Tuition fees and accommodation (1 year) Criteria Based on both academic merit and financial need Eligibility: EU, Overseas

Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

There is an application processing fee for this programme of £90 for online applications and £115 for paper applications. Further information can be found at Application fees .

When we assess your application we would like to learn:

• why you want to study Early Years Education at graduate level
• why you want to study Early Years Education at UCL
• what particularly attracts you to the chosen programme
• how your academic and professional background meets the demands of this challenging programme
• where you would like to go professionally with your degree

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

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Our research focuses on children from birth to eight, in different settings, contexts and communities. We are interested in global discourses and local policy and practice contexts, using our research to create pathways that support transformative change.

To find out more about the Early Childhood Education cluster, please contact Liz Chesworth , the cluster lead

Urie Bronfenbrenner Biography – Contributions To Psychology

Do you know who Urie Bronfenbrenner is? Learn about this Russian American psychologist and his significant contributions to the fields of developmental psychology and ecological psychology. 

Who Was Urie Bronfenbrenner?

Urie Bronfenbrenner is best known for devising the bioecological model of development. His research highlighted the multitude of social and environmental factors that may impact child development. He was also instrumental in establishing the Head Start governmental program that assists low-income children and families in the United States.

Urie Bronfenbrenner Family Background 

Urie Bronfenbrenner was born on April 29, 1917, in Moscow, Russia. His parents, Alexander and Eugenie, were both Jewish. To escape the Russian Revolution, his father moved to the United States in 1922 and a year later, was joined by his wife and six year old Urie. Bronfenbrenner’s father was a neuropathologist and obtained a medical position at a hospital in Pennsylvania. Bronfenbrenner attended the local primary school which had a large population of immigrant children.

Bronfenbrenner described his mother as a “lover of literature, art, and music.” She continued to speak Russian while in the United States and was especially fond of Russian literature. She would often read Russian novels and poetry to her son. As a result of her strong influence, Bronfenbrenner ended up learning Russian before English, though he eventually became a fluent English speaker.

Early Life 

The family later moved to Upstate New York where Alexander was appointed as lead researcher at Letchworth Village—a residential facility for people with physical and cognitive disabilities. Bronfenbrenner grew up on the grounds of the institution and attended Haverstraw High School.

Bronfenbrenner considered the residents of the institution as his “friends and companions.” Three of the residents worked in the family home as helpers and served as Bronfenbrenner’s caregivers. As an adult, Bronfenbrenner recalled how the IQs of these residents seemed to improve when they worked with his family, despite the fact that they were “supposed to be mentally retarded.” This observation helped to pique his interest in development. As he got older, Bronfenbrenner also assisted his father in conducting experiments on the condition then known as “feeble-mindedness.”

Educational Background and Career

In 1934, Bronfenbrenner received a scholarship to Cornell University, where he studied psychology. He graduated in 1938. He went on to complete a masters degree in developmental psychology at Harvard University and later earned his PhD from the University of Michigan. His dissertation on the development of children within their peer group marked the beginning of a lifelong interest in researching child development.

During the latter years of World War II (from 1942 to 1946) Bronfenbrenner served in the United States army as a field psychologist at several military hospitals. In 1948, he obtained a position at his alma mater, Cornell, as Professor of Psychology and Human Development.

In addition to being an avid researcher, Bronfenbrenner was a prolific writer who authored numerous papers that detailed the findings of his studies on children and their families. He was also an activist who engaged directly with policymakers and sought to convince them of the importance of early childhood education and family support on the basis of his research findings. His aim was not merely to comprehend the complexity of human development but to translate this understanding into policy and practice. 

Bronfenbrenner conducted cross-cultural work in a variety of countries including the Soviet Union, China, Israel, and Western Europe. During his time in the Soviet Union, he served as an exchange scientist at the Institute of Psychology in Moscow.

The Head Start Program

When World War II ended, the relationship between the United States and the Union of Soviet Socialist Republics (USSR) became strained. Those tensions increased in the late 1940s during the Cold War. As Bronfenbrenner was able to speak Russian fluently, he made himself available for scholar exchange opportunities so that he could conduct research on child rearing and family practices in the USSR. In 1970, he published the book Two Worlds of Childhood: US and USSR in which he noted a number of differences between both countries.

Bronfenbrenner viewed children in the USSR as “well-mannered, attentive, and industrious.” He also claimed that these children displayed a “strong motivation to learn” and had “a readiness to serve society.” Bronfenbrenner believed that children in the USSR benefited from “a more homogenous set of standards.” In the USSR, children were raised “collectively” as there was a general harmony between the values of the family and the values of society.

In the United States, the situation was very different. Bronfenbrenner claimed that American families were being given a continuously shrinking role as a “socialising agent.” He pointed to the fact that an increasing number of parents were spending less time with their children because they had to work day and night to pay the bills. He believed that after World War II, much of the responsibility of raising children had shifted from the family to other settings such as schools.

It is important to note that schools may not view it as their role to raise children. While adult teachers are present, children spend much of their time talking with and learning from their peers. Bonfenbrenner claimed that American children had less contact with responsible adults, and as a result, they had a harder time transitioning to society. To address the issue, Bronfenbrenner encouraged the United States government to invest in social programs and offer support to low-income families.

In 1965, he helped to establish the Head Start programme, a federal early childhood education programme for children from low-income families. He also served as a consultant to the federal government and was often called as an expert witness on matters of child development and testified before numerous committees and the US Congress.

After Lyndon B. Johnson became President of the United States in 1963, he began laying the groundwork for the Head Start program. He founded the Office of Economic Opportunity and appointed Bronfrenbrenner as a member of the design committee. Head Start was established in 1965 and helps to counteract the educational issues poor children face by giving them an educational input before they start school. The program is still operational and now includes a variety of interventions to help disadvantaged children and their families. 

Ecological Systems Theory

Although Bronfenbrenner was fascinated by the field of child development, he was critical of previous theories of child development and dissatisfied with the experimental methods used by researchers in the 1940s. He believed that there were few benefits to studying children in a lab. Bronfenbrenner argued that putting children in a “strange environment” would elicit “strange behavior” from them and that the data collected from these experiments were ecologically invalid. He also noted that many experiments on child development were unidirectional; that is, they focused exclusively on how children are affected by other people or factors in the environment.

Bronfenbrenner believed that the environment in which a child is raised has a profound impact on his or her development. In order to study how a child develops, it is important to pay attention to the child’s immediate environment as well as the broader environment. Bronfenbrenner also claimed that studies should be bi-directional because children may influence the people and environment around them. He addressed these concerns when he developed his ecological systems theory.

According to the ecological systems theory, a child’s development occurs within a complex system of relationships that make up his or her environment. Bronfenbrenner viewed the environment as consisting of several different layers or contexts, each nested within the other like a set of Russian dolls. Each layer interacts with the others and with the individual, thereby influencing the course of development. Unlike earlier ‘environmentalist’ approaches that focus only on the ways in which the environment impacts the individual, ecological systems theory emphasizes the dynamic, bi-directional relationship or interplay between the individual and the environment.

In his original model, Bronfenbrenner identified four layers of the environment:

The Microsystem

This is the innermost layer of the environment and refers to the interactions that occur within the individual’s immediate surroundings. In the case of babies and young infants, the microsystem consists primarily of interactions within the family. As the child grows older, the microsystem extends to include other contexts such as daycare, school, and peers within the community.

Not only are children influenced by the people in their microsystem, they also influence the behavior of the individuals around them. For example, a child with an (easy-going) temperament is likely to evoke positive feelings in his caregivers, but a child who is very irritable and difficult to soothe will likely provoke more negative reactions in his parents and may even put a strain on the marital relationship.

The Mesosystem

This layer refers to the interconnections among the microsystems in which the individual is embedded. In essence, the mesosystem is a system of microsystems. Bronfenbrenner believed that optimal development occurs when strong, supportive links exist between microsystems. For example, the quality of interactions between a child and his or her teachers plays a major role in that child’s academic performance. However, the link between the school and family is also of great importance. Children whose parents value education, take an interest in scholastic activities, and support the efforts of their teachers, are more likely to excel than those whose parents do not.

The Exosystem

This layer refers to aspects of the environment where the individual is not an active participant, but which nonetheless influence his or her development. For example, children are not a part of their parents’ work environment but may still be affected by a pay cut at the workplace or by the work schedule handed down by management. Similarly, children are not involved in developing educational policies or designing their school curriculum but these certainly have an impact on them.

The Macrosystem

This layer involves more distant influences on the individual, namely, the cultural, subcultural, and/or social class context in which the individual and all the other systems are embedded. It includes the values, laws, norms, and customs of a given culture, all of which influence the day-to-day experiences of the individual.

Bronfenbrenner also recognized that ecological systems change or evolve with the passage of time. This fact motivated him to add a temporal dimension to his theory. This fifth system became known as the chronosystem and highlights how changes over time within the other systems impact the developing person. For example, major changes within the family microsystem, such as moving to a new house, parental divorce, or the death of a parent, all have the potential to significantly alter the course of a child’s development. They may also affect the child’s development differently depending on his or her level of maturation at the time they occur (eg., infancy as opposed to adolescence).

Bronfenbrenner continued to update his model as the years passed. Whereas early researchers paid little attention to how the environment impacts child development, Bronfenbrenner believed that modern day researchers were focusing too much on the environment and not enough on the role of the individual in his or her own development. He acknowledged the role of biological maturation in steering development. For example, he showed how biologically determined characteristics (such as temperament, natural abilities, gender, and physical features) may interact with external forces to influence development. In recognition of this fact, Bronfenbrenner suggested in more recent years that his theory be renamed the bioecological model of development .

The Process-Person-Context-Time Model (PPCT)

The Process-Person-Context-Time (PPCT) model is Bronfenbrenner’s final revision to his theory. In this phase of his theory, Bronfenbrenner highlights the importance of proximal processes in development. The PPCT has four key principles that are able to interact with each other. They include:

Process - Bronfenbrenner identified proximal processes as the main drivers of development. Proximal processes involve reciprocal interactions between the developing individual and the people, symbols, or objects in his immediate environment. Two examples of proximal processes are (1) parents playing with their child, and (2) a child reading a book to learn and practice new skills.

Person - This principle emphasizes the active role that the individual and his personal characteristics play in his development. There are three types of personal characteristics: (1) demand, (2) resource, and (3) force. Demand characteristics act as immediate stimuli to another person and include factors such as the developing individual’s age, skin color, and gender. Resource characteristics are harder to observe and may include the developing individual’s past experiences, skills, intelligence, and access to social and material support. Force characteristics are related to the developing individual’s temperament, persistence, and motivation. Differences in motivation may explain why children with similar resources sometimes develop differently.

Context - Four of the five systems of the bioecological model (microsystem, mesosystem, exosystem, and macrosystem) serve as the context for a person’s development.

Time - Just as there are different types of personal characteristics and different types of contexts, Bronfenbrenner divided time into three levels: micro, meso, and macro. Micro-time refers to what is occurring during a specific activity or proximal process, meso-time refers to how often specific activities take place within the developing individual’s environment over the course of days and weeks, and macro-time (the chronosystem) “focuses on the changing expectations and events in the larger society, both within and across generations.”      

Applications of Bronfenbrenner’s Bioecological Model

Bronfenbrenner’s bioecological theory has been applied to a number of professional fields. Some of these include:

• Education - Teachers are encouraged to build good relationships with parents and try to understand the social and economic factors that may affect the academic performance of students. Students typically get better grades when their teachers and parents interact regularly.
• Social Work - Social workers can offer more effective services if they are aware of the cultural factors that may have shaped the development of immigrant children.
• Mental Health - Family and peer support are crucial factors for assisting individuals with mental health issues. People are also more likely to take advantage of local mental health resources if there is no societal stigma associated with going to therapy.
• Physical Health - People are less likely to become sick if they remove themselves from environments that put them at higher risk of contracting a disease. They are more likely to adopt healthier habits if they surround themselves with individuals who are health-conscious and physically active.
• Politics - Governments may resolve major problems in wider society by introducing policies and programs that benefit the family unit.
• Business - Companies may increase their earnings by designing marketing campaigns that regularly penetrate the microsystem of potential customers.

Criticisms of the Bioecological Model

There are several criticisms of Brofenbrenner’s bioecological model. One of the main criticisms is that the model is very difficult to test empirically as so many components are involved. There is also little empirical research on the specific influence of the mesosystem on child development, though it is regarded as one of the major components of the theory.

The model has also been criticized for being very broad and this may lead researchers to make broad assumptions about people that may be incorrect. For example, while the model emphasizes the powerful influence of the microsystem, many men and women who were raised in poverty-stricken or abusive households have developed into successful, healthy, and well-adjusted adults.

Another common criticism of the bioecological model is that it does not address the cognitive factors that are involved in child development. The model also fails to provide an easy-to-follow series of developmental stages as seen in other theories of child development proposed by psychologists Jean Piaget and Erik Erikson . 

Urie Bronfenbrenner's Books, Awards, and Accomplishments

Bronfenbrenner authored, co-authored, and edited more than three hundred articles and fourteen books. His most influential book was published in 1979 and was titled The Ecology of Human Development: Experiments by Nature and Design . A few of his other written works are listed below:

• Two Worlds of Childhood: US and USSR , 1970
• Influencing Human Development , 1973
• Influences on Human Development , 1975
• The Ecology of Human Development: Experiments by Nature and Design , 1979
• The State of Americans: This Generation and the Next , 1996
• Making Human Beings Human: Bioecological Perspectives on Human Development , 2005

Bronfenbrenner received honorary doctoral degrees from Penn State University, the University of Gothenburg, the Technical University of Berlin, Bank Street College of Education, Brigham Young University, and the University of Münster. He was a member of the International Society for the Study of Behavioral Development and a fellow of the American Academy of Arts and Sciences, the National Academy of Education, the Society for Research in Child Development, and Divisions 7, 8, 9, and 15 of the American Psychological Association. 

Some of Bronfenbrenner’s other awards include:

• Chair of the 1970 White House Conference on Children (1970)
• The “Kurt Lewin Award” from the American Psychological Association (1977)
• The “Anisfield-Wolf Award” from the Cleveland Foundation (1981)
• The “Medal of Excellence” from the New York State Board of Regents (1984)
• The “G. Stanley Hall Medal” from Division 7 of the American Psychological Association (1985)
• Elected as President of Division 7 of the American Psychological Association (1986)
• The “Award for Distinguished Contributions to Psychology in the Public Interest” from the American Psychological Association (1987)
• The “Nicholas Hobbs Award” from the American Psychological Association (1987)
• The “Award for Distinguished Scientific Contributions in Child Development” from the Society for Research in Child Development (1987)
• The “James McKeen Cattell Award” from the American Psychological Society (1993)
• The "Lifetime Contribution to Developmental Psychology in the Service of Science and Society Award" from the  American Psychological Association (1996)

Interestingly, the annual "Lifetime Contribution to Developmental Psychology in the Service of Science and Society Award" from the  American Psychological Association was renamed  as "The Bronfenbrenner Award" in Urie’s honor.

Personal Life

Urie Bronfenbenner married Liese Price in November 1942. The couple had six children—Michael, Steven, Beth, Mary, Kate, and Ann. Bronfenbrenner was a big music lover and he especially enjoyed listening to jazz, classical, and folk music. He passed his love of music on to his children.

After his retirement from academia, Bronfenbrenner became the Jacob Gould Schurman Professor Emeritus of Human Development and of Psychology in the Cornell University College of Human Ecology. Modern day researchers have commented that before Bronfenbrenner proposed his bioecological theory, it was not uncommon for child psychologists to study children, sociologists to study the family unit, anthropologists to study society, economists to study the economy, and political scientists to study the societal impact of policies and laws. However, Bronfenbrenner’s work shattered barriers and built bridges between the social sciences.

Urie Bronfenbrenner passed away on September 25, 2005 in Ithaca, New York. He was 88 years old. Medical reports indicate that Bronfenbrenner died after experiencing complications due to diabetes. He is survived by his six children, thirteen grandchildren, and a great-granddaughter.

Association for Psychological Science. (2005). Obituary . Retrieved from https://www.psychologicalscience.org/observer/in-appreciation-urie-bronfenbrenner

Bronfenbrenner, U. (n.d.) Urie Bronfenbrenner curriculum vitae . Retrieved from https://www.srcd.org/sites/default/files/file-attachments/bronfenbrenner_urie_cv.pdf

Eriksson, M., Ghazinour, M. & Hammarström, A. (2018). Different uses of Bronfenbrenner’s ecological theory in public mental health research: What is their value for guiding public mental health policy and practice? Social Theory and Health, 16 , 414–433.

Gray, C., & Macblain, S. (2012). Learning theories in childhood . Thousand Oaks, CA: Sage Publications.

Hayes, N., O’Toole, L., & Halpenny, A. M. (2017). Introducing Bronfenbrenner: A guide for practitioners and students in early years education . New York: Routledge.

Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner’s theory of human development: Its evolution from ecology to bioecology. Journal of Family Therapy and Review, 5 , 243-258.

Smart, J. (2012). Disability across the developmental lifespan: For the rehabilitation counselor. New York: Springer Publishing Company.

Urie Bronfenbrenner. (n.d.) In Encyclopedia Britannica . Retrieved from https://www.britannica.com/biography/Urie-Bronfenbrenner

Urie Bronfenbrenner. (n.d.). Retrieved from https://bctr.cornell.edu/about-us/urie-bronfenbrenner

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