phd in early childhood education ireland

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Structured PhD in School of Education

Course details.

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Brief Description

The doctoral programme consists of a research thesis and taught modules and may be completed on a full-time or part-time basis.  It is linked to education and related to interdisciplinary areas, and is a specialist doctorate with a student-centred approach.  There is also an optional set of 2 modules which can be taken within UL or at the neighbouring institution, Mary Immaculate College.

The course aims to:

• Engage students with a range of concepts, methods, theories and knowledge for investigation in their chosen area of study
• Enable students to work iwth a range of educational problems across a variety of contexts,
• Provide students the opportunity to look critically at some aspect or issue of education which relates to their professional practice.
• Encourage the ciritcal inquiry of issues across and within professional systems. 

Please consult this website for a list of potential supervisors and their subject areas: http://ul.ie/eps/structured-doctorate-supervisors

Core Modules

• The research project (270 credits) spans all four years, (there is an extended period of two years for part-time students) and is supervised by a Primary Supervisor from your home department.  The final thesis may be completed as a monograph or in an article based format
• Introduction to Postgraduate Research (6 credits) is designed to induct the student into good practice with respect to carrying out their PhD.  Lectures and workshops will include, for example, principles and regulations for a PhD at the University of Limerick, expectations of the student and supervisory committee and how to maximise supervisory guidance and information on seeking research funding.  Exercises in critical review will support the student's study of the literature.  In addition, the student will learn about ethics in theory and in practice and in terms of making an ethics application within the faculty.  This first module will encourage the intake of Postgraduate students across the faculty to meet and work together.
• Research Integrity (3 credits) builds on the previous strand looking more widely at ethics in research. These are workshop-based modules, with a small number of initial lectures on good research practice and on research misconduct. Workshops will review and debate examples of good and bad research practice, and examine how investigations into research misconduct should be undertaken using a scenario-based approach.
• Entering the academic community (3 credits) will equip the student with skills to network with respect to their research. A full-day workshop will allow the student to explore how to develop international contacts, get abstracts accepted at conferences, prepare good conference presentations and posters, run workshops, and review abstracts.
• Postgraduate School workshops & Professional Portfolio (12 credits) is a student-centered module, guided by the research supervisory team. Students will maintain a portfolio of activities such as attendance at invited speaker programmes and presentations at a conference. The portfolio will comprise documentation of the activities and reflective work reviewing the different experiences. As part of the portfolio module students are required to attend 60 hours of workshops throughout the first four years. The workshops attended are incorporated into the portfolio of learning.

The minimum entry requirements for eligibility are as follows:

• applicants will normally have a minimum of 3 years' full-time professional practice or equivalent in an educational setting or related interdisciplinary area.
• applicants will normally hold a Masters degress or a minimum of a 2:1 Honours degree, a higher diploma, or a postgrduate diploma in education or a cognate discipline.

Applicants who hold a 2:2 Honours degress, a higher diploma, a postgraduate diploma in education or a cognate discipline, or other qualifications my be considered under the University regulations.

Fees for all postgraduate programmes are revised on an annual basis.  Detailed information on fee schedules and fee regulations is available on the Fees Office website.  

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Graduate and Professional Studies

+353 (0)61 234377 University of Limerick, Limerick, Ireland

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The School is a leader in the field of education, with over 100 years of service to the wider education community in Ireland and beyond. Our record of excellence in teaching and learning is built on a foundation of research excellence, recognised in the QS world subject rankings where we consistently achieve the highest of ratings for research activity. The School has extensive engagement with leading practitioners in the field, senior policy makers, government and NGOs, as well as with leading international research networks and universities.

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Our programmes are intended to bring students to a level of knowledge and understanding where they can begin to study modern research literature and can prepare to embark on a research project of their own.

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Structured phd in education.

Available: Full-time

Duration: A minimum of 4 years

Location: MIC Limerick

Delivery Mode:

Face-to-face

Assessment:

Essay and presentations.

• Programme Overview
• Programme Content
• Entry Requirements
• How to Apply
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The Structured PhD in Education is a programme designed in line with best international practice in doctoral education and research and share classes with students from diverse backgrounds in education and related interdisciplinary fields including sociology, psychology, history, and philosophy.

Key Features

A team of renowned academics will deliver innovative masterclasses and international schools. You will enjoy excellent facilities and have an opportunity to avail of very attractive funding schemes. The Structured PhD programme from Mary Immaculate College has a collaborative link with the Structured PhD programme in the Faculty of Education and Health Sciences, University of Limerick which will provide you with opportunities for mobility between programmes on both campuses.

Blended learning through Moodle will be used to support students throughout the programme.

Students are allocated supervisors and work with a supervisory panel. There is periodic assessment and guidance to ensure you complete your PhD within a four year period. Guided by Professional Development Planning, you can organise your coursework and research activities over the course of your studies.

Career Opportunities

There are numerous career opportunities that are available to graduates of the structured PhD in Education. The most common is the access to teach and work in higher education where a PhD is often required as a minimum qualification. Additionally it provides a useful qualification to progress leadership roles within a variety of educational institutions and schools.

Emmanuel O'Grady, Programme Leader

T: +353 61 204340

E:  [email protected]

A balance between taught and research components is a hallmark of the programme. You will be guided through a set of core and optional modules and design, conduct and write an original and rigorous research thesis.

Applicants will normally hold a Master's degree in Education.

Evidence of academic standing and/or relevant professional experience that will satisfy Graduate Studies in Education of your suitability for doctoral studies.

Letters of reference from two academic referees who can assess your intellectual ability, maturity and motivation.

Click here for English language requirements

More information on Applying for a Research Programme at MIC here

EU Applicant

Please read How to Apply for a Research Programme at MIC here . Please inform the programme leader before approaching a supervisor as they will facilitate this process for you.

• After you have read How to Apply for a Research Programme at MIC,  download and complete the application form here .
• For applications in Irish, download and complete the application form  here .
• The application form must also include your university transcripts and contact details for two referees.
• In the case of non-native English speakers, a copy of IETLS (or equivalent) is required.
• Please pay the non-refundable €50 application fee here using Stripe , and email the completed application form to:  [email protected] .

Non-EU Applicants

For advice on visas and the practicalities of living in Ireland, please contact the International office at [email protected] .

Entry requirements and the application process may vary according to country of origin. For information that is  specific to your home country, click here .

After you have read  How to Apply for a Research Postgraduate programme at MIC,

• Download and complete the application form here . For applications in Irish, download and complete the application form  here .
• However, please inform the programme leader before approaching a supervisor as they will facilitate this process for you.
• Please pay the non-refundable €50 application fee here using TransferMate  and email the completed application form to  [email protected] . 

EU/Non-EU Status Assessments

The designation of a student as being from the EU or a Non-EU country determines the fees they will pay at Mary Immaculate College (MIC) i.e. there may be cases where a non-EU national acquires EEA citizenship during the course of their third level studies and would qualify for EU fees, for example. 

Click   here for more information on EU/Non-EU assessments which will be conducted by MIC International office to determine status. 

Fees and application details

For Postgraduate Fees click here .

US Students please note that you can apply for   Federal Aid.

Applications are accepted throughout the year but as there will only be one intake every year in September, the closing date for applications is May 30th.

Mary Immaculate College South Circular Road Limerick, Ireland V94 VN26 Tel: +353 61 204300

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Portobello Blog

How do i become an early childhood educator in ireland.

In Ireland, all ECCE room leaders must hold a full QQI level 6 as a minimum and all staff working in childcare must hold a minimum of QQI Level 5.

Staff Qualifications Pre-school Leaders must hold a certification for a major award in childcare/early education at a minimum of level 6 on the National Framework of Qualifications of Ireland (NFQ) or an equivalent nationally recognised qualification or a higher award in the childcare/early education field.  

Since 31st December 2016, the preschool leaders in all services participating in the ECCE programme are required to hold a certification for a major award in childcare/early education at a minimum of level 6 on the NFQ, and all staff working with children in the service are required to hold a certification for a major award in the childcare/early education at a minimum of level 5 on the NFQ.  

The content of all relevant major awards must include significant content on Child Development 0 – 6, Early Childhood Curriculum and Child Health and Welfare. The course must also have included Supervised Practice in an Early Childhood Care and Education setting.  

How To Get Your ECCE Qualification

You have a number of options when it comes to starting your education journey to become an early childhood educator in Ireland.  

If you are starting out with little or no experience working with children, if English is not your first language or if you are nervous about studying you can choose to start with a QQI level 5 qualification.

Delivered by blended learning at Portobello Institute, with supporting weekend workshops, an Early Childhood Care & Education level 5 qualification will give you a recognised qualification that is ideal for becoming an early childhood educator in Ireland.

This is an international qualification that will allow you to begin working in an early years setting. This is an eight-month course, and the content focuses on caring for the needs of young children preparing you to work in a wide variety of settings.  

With this qualification, you can work as  

• A registered childminder  
• Early years practitioner  
• Afterschool services practitioner  

This course is delivered through blended learning which means that you will also have the opportunity to complete a work experience placement in an early years setting to complement your studies. Learners are required to complete a total of 50 hours of work experience.  

Why Should You Study an ECCE Level 5 qualification?  

To meet the needs of an expanding ECCE sector Portobello Institute aims to provide a solid, integrated, unified approach to the delivery of ECCE training.    

Our Early Childhood courses aim to develop our learners with the highest level of professional competence as practitioners, establishing in them a wide knowledge and a deep understanding of educational practices in conjunction with the principles set down by Síolta: the National Quality Framework for Early Childhood Education and Aistear: the Framework for Early Learning.  

This qualification meets the minimum requirements set down by the DCEDIY for those seeking to work with children in an early years setting. You will be qualified to work with children from 0 – 6 within the broader childcare settings.  

Start Your Education at ECCE Level 6  

You do not need to start your education journey to become an early childhood educator with a level 5 qualification at Portobello Institute. You can start with ECCE level 6. The entry requirements for level 6 without a leaving certificate is that you should hold a minimum Level 5 in Early Childhood Education or relevant life or work experience.  

This means if you have children, experience working with children, taking care of children, working in kids clubs or groups, etc. you may qualify to start at level 6.  

When setting out to do your level 6 qualifications you have two different qualifications to choose from. You can choose Early Childhood Care and Education – QQI Level 6 or ECCE with Montessori Teaching.  

What is the difference?  

In Early Childhood Care and Education – QQI Level 6 you will complete eight ECCE modules. In the ECCE with Montessori Teaching course you will complete four core ECCE modules plus four Montessori modules, giving you the necessary ECCE qualifications combined with Montessori.  

This course in Montessori Teaching and Early Childhood Care & Education will give you the qualification that will allow you to open your own setting or work in the capacity of a room leader/supervisor/manager in a Montessori room.  

In comparison, the Early Childhood Care and Education qualification allows you to open your own setting or work in the capacity of a room leader, supervisor or manager in an early years setting.  

Each of these three options, level 5 ECCE, level 6 ECCE and ECCE with Montessori Teaching all qualify you to become an early years educator in Ireland.

After gaining your level 6 qualification, you can proceed on to your BA (Ord) Early Childhood Care and Education, BA (Hons) Early Childhood Studies and MA Early Childhood Studies. Check out our upcoming early years and Montessori courses here .

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4. Early Childhood Education and Care

On this page, early childhood education and care, organisation of centre-based elc.

Significant progress has been made towards the establishment of high quality Early Childhood Care and Education (ECCE) provision in Ireland in recent years. Unlike other European countries, Ireland does not have a long tradition of young children attending pre-school services. Early years’ education is provided by trained teachers in infant classes in primary schools.

Policy responsibility for ELC is shared between the Department of Children, Equality, Disability, Integration and Youth (DCEDIY) and the Department of Education (DE). The DCEDIY is responsible, in the main, for pre-primary education and care while the DE has responsibility for primary education.

The main policy framework guiding the development of the sector is First 5: A Whole of Government Strategy for Babies, Young Children and their Families, 2019-2028 .  It is a comprehensive ten-year plan to help make sure all children have positive early experiences and includes a goal for affordable high quality ELC.

The compulsory school age in Ireland is 6 and all forms of pre-primary education are optional. However, children from the age of 4 can be enrolled in primary schools.  Most ELC services in Ireland are delivered outside the school system, by a diverse range of private, community and voluntary interests and are described variously as crèches, nurseries, pre-schools, naíonraí (Irish language pre-schools), playgroups and day-care services. Policy and investment in such provision is primarily the responsibility of the DCEDIY.

The Early Childhood Care and Education (ECCE) programme was first introduced in 2010. The ECCE programme is a universal two-year pre-school programme available to all children within the eligible age range. It provides children with their first formal experience of early learning prior to commencing primary school. The programme is provided for three hours per day, five days per week over 38 weeks per year and the programme year runs from September to June each year. There is one point of entry at the beginning of the programme year.

The programme is available to all children who have turned 2 years and 8 months of age before August 31st as long they won’t turn 5 years and 6 months of age on or before June 30th of the programme year.

In 2021/22, 107,711 children benefitted from the ECCE programme with 95% of the eligible cohort availing of at least one year of the ECCE programme. It is estimated that more than 800,000 individual children have benefitted from the programme since its inception.

Outside the ECCE programme, participation in ELC is subsidised primarily through the National Childcare Scheme, which was introduced in 2019. Subsidies, which have been extended a number of times since 2019, comprise both universal subsidies and income-related subsidies.

• Tusla , the Child and Family Agency, is the statutory regulator for the Early Learning and Care (ELC) sector and for School-Age Childcare (SAC). It is responsible for the registration of ELC and SAC services and for inspecting services. Tusla’s role is set out in the Child Care Act 1991 and the Early Years Services Regulations 2016. Tusla has also published a Quality and Regulatory Framework to guide ELC services in relation to compliance with the Regulations.
• The DE Inspectorate , which has an oversight role regarding the quality of education provision for children and young people aged from 0 to 18 years, undertakes education-focused inspections of ELC settings. Since 2016, Early Years Education Inspections (EYEIs) have been conducted in services delivering the ECCE programme. However, in line with a commitment in First 5, the DE is commencing a programme of inspections across the full birth to six age range in ELC settings during the 2022/23 academic year.
• Pobal , a non-profit organisation, manages the funding schemes for ELC and SAC services on behalf of the DCEDIY. This includes funding, administration, compliance inspections and auditing functions.
• Better Start National Early Years Quality Development Service provides on-site mentoring and coaching services and provides a range of programmes and supports to enhance quality and access for ELC.

The DCEDIY funds a network of thirty City and County Childcare Committees which act as a point of contact for services and parents, and which provide a range of guidance, training and support on aspects of quality. There are also seven National Voluntary Childcare Organisations, which are part funded by DCEDIY and which provide supports to the sector including training programmes, resource publications and background checks for staff.

DCEDIY is the responsible body in relation to qualification requirements for early years educators, set out both in Regulations and in contractual requirements for funding schemes. DCEDIY oversees the list of qualifications approved for regulatory purposes and the process of recognition of qualifications. DCEDIY works in collaboration with DE and the Department of Further and Higher Education, Research, Innovation and Science (DFHERIS) to assure the quality of qualifications for early years educators. A Qualifications Advisory Board was established jointly by DE and DCEDIY in 2020 to advise on adherence of higher education degree programmes to Professional Award Criteria and Guidelines published in 2019.

A National Action Plan for Childminding 2021-2028 was published by DCEDIY in 2021, setting out a phased approach to bringing home-based providers of ELC and school-age childcare within the scope of regulations and supports.

In the national policy framework for children and young people 2014-2020, Better Outcomes Brighter Futures , the Government committed to continue to increase investment in high-quality early years care and education for all children, prioritising families on low incomes.

Place Guarantee

There is no legal guarantee to a place in ELC. Parents themselves choose an ELC provider.

Affordability

The Early Childhood Care and Education (ECCE) programme is a universal, free, two-year pre-school programme available to all children within the eligible age range.

ELC is not a part of the school system and, outside the ECCE programme, attendance is not free of charge. The Irish government does, however, provide subsidies to reduce the upfront costs for parents through the National Childcare Scheme (NCS). There are two types of subsidies available under the Scheme:

• A Universal Subsidy is available to all families with children under 15 years attending ELC or school-age childcare services. This subsidy is not means tested and provides 50c per hour towards the cost of a registered childcare place for a maximum of 45 hours per week for all children up to the age of 15 years. From January 2023 the universal subsidy will rise to €1.40 per hour.
• The Income Assessed Subsidy is available to families with children aged between 24 weeks and 15 years. This subsidy is means-tested and is calculated based on family circumstances. Rates vary depending on the level of family income, the child’s age and educational stage, and the number of children in the family.

Access for children with disabilities

In 2016, a cross-Government initiative, the  Access and Inclusion Model (AIM), was successfully launched to ensure that children with disabilities can access and meaningfully participate in the ECCE programme in mainstream pre-school settings. AIM is a child-centred model involving both universal and targeted supports and designed to be responsive to the needs of each individual child in the context of their pre-school setting. It empowers service providers to deliver an inclusive pre-school experience, ensuring that every eligible child can fully participate in the ECCE programme and reap the benefits of quality ELC.

Admission requirements

There are no admission requirements for a child to be admitted to an ELC service.  Parents are free to choose the facility. There is no legal entitlement to a place.

To take part in the ECCE universal free pre-school programme, to start the programme year in September a child must have turned 2 years and 8 months of age before August 31st and must not turn 5 years and 6 months of age on or before June 30th of the programme year. Children are eligible to two years of participation in the ECCE programme.

Adult/child and Space Ratios

The table below sets out the minimum legal adult-child ratios and space requirements for ELC for children of different ages and in different types of ELC setting.

Annual, weekly and daily organisation

ELC and SAC services are provided by private enterprises, either privately owned or operated by community organisations. ELC and school-age childcare service providers are responsible for establishing their own policies and procedure, including their own operating hours.

Minimum qualification requirements for ELC staff:

Under the Child Care Act 1991 (Early Years Services) Regulations 2016, all staff working directly with children in a pre-school service must hold at least a Level 5 major award in early childhood care and education on the National Framework of Qualifications (NFQ), or a qualification that the Minister for Children, Equality, Disability, Integration and Youth has deemed to be equivalent.

Mills College

Early childhood education.

The Master of Arts in Early Childhood Education with Early Childhood Special Education Preliminary Teaching Credential prepares students to work in early intervention, preschool, transitional kindergarten, and kindergarten education settings with infants and young children (ages birth through 5) who experience a range of disabilities.  This program’s equity-centered approach to praxis advances social justice and increases access and opportunity for all children. 

In your clinical experiences, you will have an opportunity to demonstrate your understanding of effective early intervention and preschool special education. These clinical experiences total more than 900 hours, exceeding the 600 hours of fieldwork required by the California Commission on Teacher Credentialing (CCTC).

The Master of Arts in Early Childhood Education with Early Childhood Special Education Preliminary Teaching Credential prepares students to work in early intervention, preschool, transitional kindergarten, and kindergarten education settings with infants and young children (ages birth through 5) who experience a range of disabilities. 

This 42-credit, two-year program’s equity-centered approach to praxis advances social justice and increases access and opportunity for all children. 

• The program’s experiential learning experiences aim to be the global standard; it prepares practitioners to lead in their professions as early childhood educators and leaders in California public schools.

Through collaboration with families, graduates of the program will support young children with disabilities, from birth through kindergarten, to live up to their potential.

Most courses in the MA in Early Childhood Education program meet CCTC standards, utilizing a strengths-based approach, which teaches students to approach early childhood with an appreciation of the diverse capabilities and resources children and families offer. The MA in Early Childhood Education program focuses on social justice and equity, centering on a disability studies approach. Students examine how societal systems set limitations based on “othered” identities, and how their instruction, interaction, and advocacy can create equitable and accessible learning opportunities.  The degree is conferred by Mills College at Northeastern University, and the teaching credentials are presented by CCTC. 

The Early Child Education (ECE) department maintains the belief that coursework and fieldwork must be integrated. Therefore, courses have assignments requiring engagement in educational settings, and students will be placed in experiential learning/educational fieldwork every semester of the two-year program. During a student's first year, they will be placed at the Mills College Children's School, where they are closely mentored by experienced and knowledgeable early childhood professionals. Students participate in weekly reflective circles with team members, where they discuss instructional decisions and interventions, receive feedback, and identify the next steps for supporting children and families. During the second year, student teaching will take place in an early intervention setting and a preschool-kindergarten setting.  

In their field placements, students have an opportunity to demonstrate their understanding of effective early intervention and preschool special education. These experiential learning experiences total more than 900 hours, far exceeding the 600 hours of fieldwork required by the CCTC. Throughout the course sequence of the MA in Early Childhood Education program, students will compile a digital portfolio, including course assignments, such as reflection pieces, presentations, and papers. The portfolio will provide us with assessment evidence of varied experiences, depth of knowledge, and critical reflection around instruction gained during the program. A description of clinical experiences is  available here .

More Details

Unique features.

• The program meets the CCTC Preliminary Education Specialist, Early Childhood Special Education (ECSE) teaching credential.
• Our academic coordinator and credential analyst is available to guide you through the  CCTC  aspects of the application, orientation to the degree program, and completion of the program. 
• Gain clinical experience every semester for two years.
• Secure placement at our celebrated  Mills College Children’s School  and other schools/districts.
• Develop instructional competencies and personal disposition with seasoned mentors who are ECE professionals.

Program Objectives

• Complete 42 total credits
• Acquire 600 minimum hours of fieldwork
• Gain clinical experience every semester for two years
• Prepare to apply to the CCTC for a Preliminary Education Specialist credential with a specialty area of early childhood special education.
• Prepare to work with children with special needs in early intervention programs, preschool, transitional kindergarten (TK), kindergarten, and inclusive/special education classrooms.
• Achieve readiness to assume leadership positions within early childhood education as program directors or within policy or research institutions.

Career Outlook

The state of California is investing hundreds of millions of dollars in ECE. By 2025, all four-year-olds must be offered a placement in TK, resulting in the need for 11,000–16,000 new ECE teachers, including those with a specialty in working with students with disabilities.

The ECSE program director, Jaci Urbani, has participated in multiple state-led web conferences about the current and future needs for educators, specifically for special education and preschool-third grade (P-3). Specifically, discussion has focused on bringing diversity to the workforce by offering collaborations with community colleges (which the ECE department already has in place) and supporting those already working in the field without a teaching credential, such as teacher aides/assistants. 

Information on the ECE plans for the state is available in the following resources: 

• Learning Policy Institute:  Building a Well-Qualified Transitional Kindergarten Workforce in California: Needs and Opportunities  
• News release, Gov. Gavin Newsom:  Master Plan for Early Learning and Care: California for All Kids  
• Master Plan for Early Learning and Care: California for All Kids

Testimonials

—jaci urbani, director, early childhood education program, mills college at northeastern university, —debra brown, head of the mills college children’s school, —jenny bond, assistant head of the mills college children’s school at northeastern university, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education Ask about scholarships, fellowships, assistantships, and external funding resources.

How to Apply Learn more about the application process and requirements.

Requirements

• Application
• Application fee
• Letters of recommendation (2-3)
• Transcripts from all institutions attended
• Personal statement
• TOEFL, IELTS, PTE, or Duolingo exam scores for applicants whose native language is not English

Prerequisites and Application Requirements

• Bachelor’s degree from a regionally accredited institution 
• Completed at least one course in child development, early childhood education, developmental psychology, or child psychology
• Completed at least 40 hours of volunteer or paid work in a school or other educational setting, specifically with young children, prior to enrollment. We encourage prospective students to complete these hours as early as possible so that we may consider their experience during the application review process.  
• Passed all portions of the  California Basic Educational Skills Test (CBEST)  for compliance with the California Commission on Teacher Credentialing 

Basic Skills Requirements

• All candidates are required to have satisfied the  Basic Skills Requirement (CL-667) .  
• About the requirement:  All Mills College at Northeastern University credential program applicants must satisfy the  Basic Skills Requirement  before program admittance. 

What to submit:  The applicant must upload proof of meeting the Basic Skills Requirement for the credential analyst to review and approve when submitting the application for admission.

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the admissions process, policies, and required materials.

Admissions Dates

Industry-aligned courses for in-demand careers..

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

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The program’s experiential learning experiences aim to be the global standard; prepare practitioners to lead in their professions as early childhood educators and leaders in California public schools.

In their field placements, students have an opportunity to demonstrate their understanding of effective early intervention and preschool special education. These experiential learning experiences total more than 900 hours, far exceeding the 600 hours of fieldwork required by the CCTC. Throughout the course sequence of the MA in Early Childhood Education program, students will compile a digital portfolio, including course assignments, such as reflection pieces, presentations, and papers. The portfolio will provide us with assessment evidence of varied experiences, depth of knowledge, and critical reflection around instruction gained during the program. A description of clinical experiences is  available here .

• Our academic coordinator and credential analyst is available to guide you through the  CCTC  aspects of the application, orientation to the degree program, and completion of the program.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Jaci M. Urbani

By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Examples of jobs graduates may hold:

• Preschool teacher
• Kindergarten teacher
• Preschool director
• Director of early intervention services
• Director of special education services
• Education consultant

Skills acquired:

• Design differentiated and inclusive environments.
• Collaborate and consult with families, educators, and service providers.
• Assess young children for Individual Family Service Plans (IFSPs) and Individualized Education Plans (IEPs).
• Implement evidence-based practices within a positive behavior support approach.
• Demonstrate respect for various cultures, languages, and other identities to facilitate an asset-based learning environment.
• Promote language and communication development.
• Commit to ongoing professional development and serve as an advocate for young children with disabilities and their families.

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UK creates online graduate certificate on early childhood policy

LEXINGTON, Ky. —   A new online graduate certificate at the University of Kentucky offers students the tools and expertise to make a difference for young children and their families through policy development.

The 12-hour Leadership for Early Childhood & Family Policy Graduate Certificate covers essential policy development and analysis skills, with a focus on setting the foundation for a child’s development and future well-being. The program is designed to prepare students for careers in advocacy, policy analysis and leadership in early childhood organizations.

“Students and professionals interested in developing a more nuanced understanding of complex issues surrounding early childhood, such as health care, education, family leave, mental health, minimum wage and child abuse and neglect policy, can benefit from the curriculum in this program. It is an opportunity to be part of framing a new era for early childhood policy,” said Beth Rous, Ed.D., professor in the Department of Educational Leadership Studies in the UK College of Education.

The online certificate program connects students to a national network of professionals passionate about creating a new field of early childhood and family policy. Through a curriculum designed and taught by UK faculty, students gain essential policy analysis and development expertise.

“We are proud to partner with universities across the country to prepare the next generation of early childhood policy leaders,” Rous said. “Given the need for evidence-based, equitable policies supporting children and families, we are grateful for the opportunity to empower students to drive meaningful change.”

Students in the program will enroll in four courses and learn to:

• e valuate the equity and effectiveness of early childhood and family policies;
• p ropose and advocate for equitable and effective policies and
• c ommunicate with a wide range of stakeholders including policymakers, researchers, educators and advocates.

“The need for trained professionals who can critically evaluate and improve policies affecting young children is clear,” said Sheerah Keith, Ph.D., a postdoctoral scholar at UK and instructor in the program. “This certificate program is an important investment in developing leaders who can impact education, health care, family services and more.”

For more information about the Early Childhood & Family Policy Graduate Certificate, email [email protected] .

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Dr Patrick Burke’s research awarded by American Educational Research Association.

Dublin City University Institute of Education’s Dr Patrick Burke has been selected for the Graduate Student Award for Literacy Research Excellence by the AERA SIG Research in Reading and Literacy.

Dr Burke was recognised for his submission  “Does this go in our science or in our English copy?” A Mixed Methods Study of Disciplinary Literacy Across Subjects and School Sectors". He was presented with his award at the Annual Meeting of AERA in the U.S.

The American Educational Research Association (AERA) has more than 25,000 members represented in over 96 countries and is concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results.

He completed his PhD in the School of Language, Literacy and Early Childhood Education at DCU, supervised by Dr Eithne Kennedy, and recently had a paper published in  ‘The Reading Teacher’ .

Dr Burke said

“The American Educational Research Association brings together researchers from all over the United States and the world to inquire into important issues in education. I am grateful to the AERA Research in Reading and Literacy Special Interest Group for acknowledging my doctoral research in this way. The research wouldn’t have happened without the participation of a large amount of teachers and primary school children, as well as the support of my supervisor Dr Eithne Kennedy and many other colleagues along the way.” 

For more information on Dr Burke’s research, please contact him by email -  [email protected] .