doctor of education early childhood

Earning A Doctorate In Early Childhood Education: Everything You Need To Know

Updated: Jun 20, 2023, 1:12pm

Early childhood educators, policymakers, researchers and practitioners are the driving force that ensures children have access to quality education. Drawing on their extensive expertise and research, these professionals play a pivotal role in shaping early childhood education policies and classroom practices and advocating for equitable, inclusive, culturally aware and developmentally appropriate practices that optimize learning and support for our youngest learners.

Earning a doctorate in early childhood education allows you to extend your impact by deepening your knowledge, refining your research skills and advancing theories to drive transformative change on a broader scale. This article overviews what earning a doctorate in early childhood education entails, including standard admission requirements, common courses and career opportunities available upon graduation.

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What Is a Doctorate in Early Childhood Education?

A doctorate in early childhood education is a doctoral degree that prepares students for teaching at the college or university level or holding policy, research and leadership positions in early childhood education. This degree program typically requires between 60 and 90 post-master’s credits.

ECE doctoral programs offer a curriculum focusing on substantive content, including early childhood theory, pedagogy, practices and research skills. Course topics typically include child development theory, research methodologies, curriculum design, assessment methods, educational leadership, policy analysis and pedagogical approaches specific to early childhood education.

Early childhood education doctoral programs require students to complete a dissertation, where they conduct research in a specific area of the field. A dissertation is the culmination of doctoral studies. It involves conducting research that makes an original contribution to the field or advances theoretical understandings of ECE, working closely with a faculty advisor and dissertation committee, writing a comprehensive dissertation and defending the work before a dissertation committee.

Admission Requirements for a Doctorate Degree in Early Childhood Education

Admission requirements for a doctorate in early childhood education vary by program; however, some standard requirements include:

• Master’s degree in early childhood education or a closely related field
• A minimum GPA on graduate work (usually around 3.0)
• Postsecondary transcripts
• Letters of recommendation from academic and professional references
• Academic writing sample
• Statement of purpose
• Professional curriculum vitae or résumé demonstrating teaching experience

It’s essential to research the admission requirements of each program you’re interested in to ensure you meet their specific requirements.

Common Courses in a Doctorate in Early Childhood Education

Each ECE doctoral program offers a unique curriculum. Below are some standard courses.Specific course titles and offerings vary by program.

Early Learning and Development: Theories and Research Studies

In a theory and research course focusing on early learning and development, students examine foundational theories and bodies of research and how they inform educational practices. Learners investigate the distinctions and interconnections between different forms of knowledge and how individual and cultural differences affect early learning and development.

Research Methodology

Educational research methodology courses overview the practical and theoretical foundations of qualitative and quantitative research. Learners explore the ethics of conducting research, data collection and data analysis techniques. Students learn to identify criteria for developing high-quality research studies, ensuring they are accurate, comprehensive and ethical.

Home, School and Community Partnerships

Courses on home, school and community partnerships overview historical and current perspectives on the dynamic between families of diverse linguistic, cultural and socioeconomic backgrounds and early childhood learning and development. Students learn how to facilitate collaborative partnerships with families, community members and other professionals to support students’ developmental and educational progress from diverse backgrounds.

Integrated Curriculum in Early Childhood Education

In courses on integrated curriculum, students cross-examine curricula through sociocultural, political and historical lenses, emphasizing how the material, interpersonal and environmental factors impact knowledge acquisition. Learners develop their own curriculum that prioritizes critical inquiry and play while prioritizing diverse cultures, learners and perspectives within the classroom.

What Can You Do With a Doctorate in Early Childhood Education?

Earning a doctorate in early childhood education can prepare you for a variety of careers. Graduates can qualify for leadership and research positions in academia and other educational institutions, state and government agencies, nonprofit and research organizations. The below salary data comes from the U.S. Bureau of Labor Statistics and Payscale .

Early Childhood Education Specialist

Average Annual Salary : $45,500 Minimum Required Education : Bachelor’s degree in early childhood education or a closely related field Job Overview : Early childhood education specialists design engaging curricula, facilitate learning experiences in early childhood educational settings and assess children’s learning and development through various methods. These professionals contribute to policy development and may be involved with research, writing publications and advocacy to promote effective practices that meet children’s learning needs.

Early Childhood Instructional Coordinator

Median Annual Salary : $66,490 Minimum Required Education : Master’s degree in education, learning experience design or a closely related field Job Overview : Early childhood instructional coordinators oversee, design and implement the curriculum and instructional practices in early childhood education programs. These professionals often collaborate with teachers, administrators and other staff members to develop effective teaching strategies, resources and assessments that align with established educational standards and goals.

Early childhood instructional coordinators help enhance instructional quality, promote development and improve learning outcomes.

Early Childhood Education Researcher

Average Annual Salary : $67,300 Minimum Required Education : Doctorate in early childhood education, child development or closely related field Job Overview : ECE researchers promote evidence-based practices that promote optimal learning and development outcomes in young children. An education researcher specializing in early childhood education researches various aspects of early childhood development and education, including social-emotional development, language acquisition, curriculum design, assessment methods and family engagement. These professionals design research studies and collect and analyze data to contribute to advancing knowledge in this field.

Median Annual Salary : $66,930 Minimum Required Education : Doctoral degree in ECE, educational leadership or a closely related field Job Overview : ECE professors teach undergraduate and graduate courses on early childhood education, covering topics such as child development, curriculum design, instructional strategies, teaching methodologies and assessment methods. These professionals often advise and mentor students and supervise research projects. ECE professors conduct research, publish their work in scholarly articles and peer-reviewed journals, attend conferences and serve on departmental committees.

Education Policy Analyst

Average Annual Salary : $63,300 Minimum Required Education : Bachelor’s degree in education, education policy, political science, public administration or a closely related field Job Overview : Education policy analysts gather and analyze data on educational systems, policies, best practices, trends and emerging research. These professionals make data-driven and research-based policy recommendations for new policy developments. Education policy analysts also measure outcomes as policies are implemented.

Frequently Asked Questions (FAQs) About a Doctorate Degree in Early Childhood Education

What can you do with a ph.d. in ece.

A doctor of philosophy (Ph.D.) in early childhood education qualifies you for various director-level and leadership positions. Graduates can become professors, researchers, directors of early childhood education centers, policymakers, education consultants and program designers.

What is the highest degree in early childhood education?

A doctoral degree is the highest degree in early childhood education. Several doctoral-level options are available in this field, including a doctorate of education (Ed.D.) in early childhood education, a Ph.D. in early childhood education and a doctor of psychology (Psy.D.) in early childhood education.

Is an Ed.D. the same as a Ph.D. in education?

An Ed.D. and Ph.D. are doctoral degrees in the field of education. An Ed.D. is more practice-oriented and suited for professionals seeking to apply research and theory in practical settings. Comparatively, a Ph.D. focuses on scholarly work and research, emphasizing original research and advancing knowledge in this field through academic study.

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Doctor of Philosophy in Education (PhD), Early Childhood Education

Courses start every monday, take the first step in your national university journey, 240k+ alumni worldwide, doctor of philosophy in education (phd-ed) with a specialization in early childhood education.

For education professionals with a desire to be an active scholar in the field of education and make significant contributions to the existing body of knowledge, the Doctor of Philosophy (PhD) in Education program can take both your research skills and career options to a higher level. The program begins with a review of theoretical frameworks to support your understanding of the role of theory in a PhD degree. Coursework combines this strong base of theoretical knowledge with an individualized focus to conduct research in pre-K-12, post-secondary, and adult learning environments as you contribute new and innovative findings to advance your field of educational specialization.

Why Earn Your Doctor of PhD in Early Childhood Education with National University?

In the Early Childhood Education specialization, you’ll focus on research and theory that builds on the foundational principles of early childhood education. Areas of emphasis include curriculum, assessment, and program administration as they align with theories on the growth and development of young children. Additionally, you’ll investigate early childhood literacy and literature along with the roles of families, caregivers, schools, and communities. Throughout the program, you’ll have access to advisors, faculty, and tools to support you through your coursework, dissertation, and your future work as a researcher contributing to the body of knowledge surrounding early childhood education. 

Admission Requirements 

A conferred post-baccalaureate master’s degree or doctoral degree from a regionally or nationally accredited academic institution or an international institution determined to be equivalent through an approved evaluation service.

Dissertation Process

In addition to the foundational and specialization courses, each PhD student is required to complete a high-quality dissertation through a systematic process and sequential courses assisted by faculty. A PhD dissertation is a scholarly documentation of research that makes an original contribution to the field of educational study. The step-by-step process requires care in choosing a topic, documenting its importance, planning the methodology, and conducting the research. These activities lead smoothly into the writing and oral presentation of your dissertation.

Courses and Sequence

The PhD in Education program requires 60 credits for degree completion. Additional credit hours may be allowed as needed to complete your dissertation research. If granted, additional courses will be added to your degree program in alignment with the SAP and Academic Maximum Time to Completion policies. The estimated time needed to complete this program is 45 months.

Course Details

Course listings.

A PhD prepares you to make significant contributions to the body of literature within the education field. This course prepares you for understanding what theory is, recognizing theoretical frameworks within existing literature, connecting your research interests to existing theoretical frameworks, and justifying how your research will add to the wealth of current theories in the field.

Specialization Course 1

Your success as a scholarly professional will largely depend upon your communication skills, particularly in your written work. This course supports your development as a scholar who can publish in different types of research-based publications for a variety of audiences. You’ll practice synthesizing multiple sources, formulating arguments, and integrating feedback through iterative drafts of your work. These are key capabilities you’ll need as you submit your research in published manuscripts and presentations.

In this course, you’ll develop effective search and writing strategies to create a scholarly review of literature. The course emphasizes how to: (a) use effective literature search strategies; (b) develop a scholarly synthesis of research literature; (c) organize research literature around identified themes, including a study problem, purpose, and theoretical perspectives; and (d) focus on developing a scholarly exposition that reflects divergent viewpoints and contrasting perspectives. The overarching goal is for you to understand strategies for surveying scholarly literature that avoid bias, focus on educational, practice-based research problems, and address the requirements of a scholarly literature review.

Specialization Course 2

This course introduces you to the research process by exploring its underpinnings, examining its paradigms, and investigating the foundations of qualitative and quantitative methodologies used in educational studies. You’ll identify criteria for the development of quality research studies that are ethical, accurate, comprehensive, cohesive, and aligned. Specific course topics involve the ethics of conducting research; data collection and analysis techniques; and issues of feasibility, trustworthiness, validity, reliability, transferability, and rigor. The goal is to familiarize yourself with the concepts and skills associated with conducting theoretical and applied research.

Specialization Course 3

This course provides the foundational knowledge to become a critical consumer of statistical-based research and a skilled analyst of non-inferential quantitative data. Coursework focuses on understanding multivariate data, non-inferential and inferential statistical concepts, the conventions of quantitative data analysis, and interpretations and critical inferences in statistical results. You’ll use software applications to complete statistical computations and perform quantitative data analysis. The course culminates in a synthesis project to demonstrate your statistical skills and present your results using APA guidelines.

Specialization Course 4

Elective Course*

Specialization Course 5

A focus on qualitative research methodology and the designs and methods used to collect and analyze data in educational research. You’ll examine the principles of qualitative research and explore commonly used designs (also referred to as qualitative traditions or genres) with a focus on application and feasibility. Qualitative data collection and analysis methods will be examined for their suitability with regard to the research design selected. Alignment between qualitative designs and research methods, issues of trustworthiness, and the responsibilities of the qualitative researcher will also be explored.

Specialization Course 6

An exploration of quantitative research methodologies and associated designs and methods. You’ll examine paradigmatic perspectives along with the tenets and conventions of quantitative research. Topics for examination include feasibility, validity, reliability, variable operationalization, inferential designs, and analytic software applications used within the quantitative research paradigm. You’ll also look at the components of quantitative research designs that support meaningful studies within the field of education.

Select One of the Following Two Data Analysis Courses:

An exploration of advanced statistical principles and how to apply them to quantitative research. This course provides an overview of advanced statistical concepts used in empirical research, including inferential analyses. You’ll use SPSS software to perform advanced computations as you build independent, scholarly statistical skills. Coursework will emphasize multivariate data; the use, comprehension, and evaluation of sophisticated statistical concepts; and the proper presentation of statistical results.

This course builds on a foundational understanding of qualitative designs and measurements to focus on analyses of the data. Coursework takes you deeper into the skills and techniques necessary to ensure the appropriate analyses of qualitative data, including integrating relevant frameworks, verifying trustworthiness of the findings, and selecting suitable methods for presenting analyses and findings.

The doctoral comprehensive assessment is your opportunity to demonstrate your preparation for entering the dissertation phase as a PhD candidate. You’ll synthesize discipline-specific content with research designs and analysis methods to create a prospectus for a theoretically-based research study that focuses on furthering knowledge in the field of education. Whereas EdD research focuses on addressing a researchable problem with practical applications, PhD research has a focus on contribution to theory and the broader discipline of education. This course is begun only after all your foundation, specialization, and research courses have been completed, and your prospectus will likely become the foundation of your PhD dissertation. 

Students in this course will be required to complete chapter one of their dissertation proposal, including the following: a review of literature with substantiating evidence of the problem, the research purpose and questions, the intended methodological design and approach, and the significance of the study. A completed, committee-approved chapter one is required to pass the course. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of chapter one.

In this course, you’ll work on completing chapters one to three of your dissertation proposal and receiving committee approval for the dissertation proposal (DP). Chapter two consists of the literature review, while chapter three covers the research methodology and design, including population, sample, measurement instruments, data collection and analysis, limitations, and ethical considerations. Completed, committee-approved chapters two and three are required to pass the course, as is a final approved dissertation proposal. If you don’t receive approval to minimum standards, you’ll be able to take up to three supplementary eight-week courses to finalize and gain approval of these requirements.

In this course, you’ll prepare, submit, and obtain approval of your Institutional Review Board (IRB) application. You’ll also collect data and submit a final study closure form to the IRB. If you’re still collecting data at the end of the 12-week course, you’ll be able to take up to three supplementary eight-week courses to complete data collection and file your IRB study closure form.

In this dissertation course, you’ll work on completing chapters four, five, and your final dissertation manuscript. Specifically, you’ll complete your data analysis, prepare your study results, and present your findings with an oral defense and a completed manuscript. A completed, committee-approved dissertation manuscript and successful oral defense are required to complete the course and graduate. If you don’t receive approval for either or both, you can take up to three supplementary eight-week courses to finalize and gain approval.

* The elective can be satisfied with any doctoral-level School of Education course. The course listed in the degree plan can be changed upon request. Contact your academic and finance advisor for assistance.

Specialization Courses

ECE-7010 Principles of Early Childhood Education

This course presents an overview of early childhood education, which includes children from pre-K through third grade. You’lll explore the basic tenets, theories, and standards relevant to the field, particularly developmentally appropriate practices and principles of diversity, equity, and inclusion. The important roles of parents, caregivers, and communities are also discussed. This course should be the first in the course sequence if you’re pursuing a specialization or post-master’s certificate in early childhood education.

ECE-7002 Topics in Early Childhood Growth, Development, and Educational Programs

In this doctoral-level course, you’ll explore theory and research related to the education of young children. Societal changes and their influence on early childhood programs, growth and typical and atypical development of young children, and methods of studying child behavior will all be examined. Emphasis will be placed on the intellectual, social, emotional, and physical development of infants, toddlers, and young children, and the impact of these factors on early childhood education instructional programs.  

ECE-7030 Topics in Early Childhood Program Administration

Here, you’ll examine program models, relevant theories, state expectations, educator competencies, and the role of leadership in developing and implementing early childhood programs. You’ll pay particular attention to diversity, equity, and inclusion in program administration, and demonstrate your ability to formulate administrative plans that synthesize your learning.

ECE-7005 Early Childhood Curriculum and Assessment

In this course, you’ll explore the theory, research, and trends related to the curriculum and assessment of young children enrolled in early childhood education programs. Developmentally appropriate early childhood lesson plans and activities will be explored and analyzed, and standardized and classroom assessments will be researched and evaluated.

ECE-7007 Early Childhood Literacy and Literature

This course examines literacy development in early childhood education. Balanced instruction and comprehensive strategies designed to meet individual needs will be discussed. Methods for creating developmentally appropriate reading and writing skills will also be investigated. Since knowledge of children’s literature is essential for any early childhood educator, you’ll determine ways to select appropriate and motivating materials to enhance early childhood literacy programs. Course emphasis will be placed on writing, spelling, and literacy development; motivating reading and writing; language and vocabulary development; the importance of family literacy partnerships; and analyzing, selecting, and responding to children’s literature.

ECE-7009 Families, Communities, and Schools as Partners in Early Childhood Education 

This course focuses on developing partnerships between early childhood educators and the other social environments children live in. Encouraging involvement and communicating with families and communities in early childhood education programs will be researched and analyzed. Topics include child abuse, child advocacy, formulating effective strategies for working with families of special needs children, and societal trends and issues specific to diversity.

Program Outcomes

The PhD in Education program prepares you for making significant contributions to the body of knowledge in the broad field of education as well as a more narrowed area of instructional specialization. Learning outcomes include the ability to:

• Develop deep knowledge of educational systems, theories, and research in an area of expertise
• Interpret theories, research, and ideas for different audiences through multiple methods of communication
• Integrate ethical principles and professional standards for a specific discipline within the field
• Conduct autonomous or collaborative research using high-level analytical skills
• Contribute to the body of knowledge specific to a discipline within the field

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Doctor of Philosophy Early Childhood Education

Expand your expertise and professional impact with an early childhood education ph.d. from oakland university..

The Doctor of Philosophy in Education: Early Childhood Education qualifies you for leadership positions in child development. You’ll acquire the credentials and experience to direct early childhood education centers, formulate policy, conduct research, design learning programs, and participate in high-level initiatives. Oakland’s Ph.D. in early childhood education takes an interdisciplinary approach, preparing you to work on collaborative teams with professionals in family services, public administration, disability services, and other aligned disciplines. Designed for working adults who have full-time jobs, our early childhood education doctoral program equips you to influence young children, families, teachers, and whole communities.

Ph.D. in Early Childhood Education: The Oakland University Advantage

Our early childhood education Ph.D. is aligned with guidelines set forth by the National Association for the Education of Young Children (NAEYC).

Available on either a part-time or full-time basis, our doctoral degree in early childhood education offers:

• Comprehensive professional training. You’ll develop well-rounded, applied expertise in all aspects of early childhood education. Focus areas include pedagogy, curriculum development, program design and evaluation, applied research, education policy, and learning technology.
• Robust field experience. Our early childhood education Ph.D. program includes field-based courses in policy/programming and education. Hand-picked to fit your prior experience and career objectives, these placements connect you with children and families from diverse ethnic, cultural, and socioeconomic backgrounds.
• Personalized faculty guidance. You’ll work closely with seasoned early childhood educators who support you academically and professionally. Oakland’s early childhood doctoral program is led by active researchers with wide-ranging specializations that include areas in child development, early childhood curriculum and policy, autism, developmental disabilities, parental support systems, infant, toddler and preschool programming, and cultural and linguistic diversity.
• A supportive culture. Our Ph.D. in early childhood education operates on a cohort model, with heavy emphasis on seminar courses that promote interaction and camaraderie. You’ll belong to a tight-knit community of colleagues and peers, developing long-lasting relationships. 
• Extensive community partnerships. Oakland University has a high profile and plays an active role in Southeast Michigan’s early childhood education community. You’ll have access to our broad network of partnerships with school districts, nonprofit organizations, government agencies, and other early childhood education stakeholders.

What Can You Do With a Ph.D. in Early Childhood Education?

Graduates from our early childhood education Ph.D. program have an excellent record of professional success. Oakland alumni possess strong cultural competence, with the ability to serve diverse communities. You’ll enter the job market with a versatile skill set, demonstrated achievements, and a research portfolio, with qualifications to pursue careers in:

• College or university teaching
• School district consulting
• Government agency administration
• Nonprofit leadership
• Independent research
• Programming design
• Public policy

Ph.D. in Early Childhood Education: What You’ll Learn

The Early Childhood Education doctoral program consists of 80 credits beyond the master’s degree, divided as follows: 

• Foundation core (12 credits)
• Department core (32 credits)
• Cognate (20 credits)
• Dissertation (16 credits minimum)

The foundation core covers research methodology, analytical methods, and professional standards. The department core includes coursework in curriculum design, policy studies, special education, and theories of early learning, plus two field-based projects.

Ph.D. in Early Childhood Education Program Resources

• Admissions requirements
• Program requirements
• Department of Human Development and Child Studies
• School of Education and Human Services

Programs Related to the Ph.D. in Early Childhood Education

Not sure if the early childhood education doctoral program is right for you? Check out these other graduate degree programs at Oakland, and contact our admissions team to discuss your options

• Ph.D. in Education: Educational Leadership
• Master of Education in Early Childhood Education

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Step into a leadership role within your field of early childhood development and learning. Great for those aspiring for roles within administration or higher education, you’ll immerse yourself in in-depth exploration and research within the field, analyzing and applying seminal and current research to real-world practices. You’ll also gain the skills needed to lead and support fellow professionals. Through a tailored approach to the dissertation process, you can complete the program in as little as three years.

This program does not lead to licensure.

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Our accredited programs are designed for working professionals who want a quality education. We’re committed to delivering high-quality, affordable and accessible online programs grounded in evidence-based content and relevant application.

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Because we’re 100% online, you only pay for the cost of delivering your education, not infrastructure like buildings or dorms. In fact, our affordability allows most of our students to graduate with no debt. We also offer over $2.5 million in scholarships and grants every year.

Flexibility You Need

Complete your coursework any time and anywhere there’s an internet connection. You’ll have access to academic resources 24/7, and highly responsive faculty and librarians. You decide how we fit into your life, not the other way around.

We believe in full transparency with our total cost of attendance. No hidden fees. No surprises along the way.

Find a plan that fits your budget.

When We Say Low Cost, We Mean It

Austin Peay State University

Grand canyon university, university of phoenix, walden university.

Source: Internal Research Completed on June 2023

Program Details

Focus of study.

Curriculum and Instruction

General Track

Higher Education

Health and Wellness

Instructional Leadership

Instructional Technology

Public and Nonprofit Leadership

Special Education

Second Language Instruction

STEM Education

Start Dates

With flexible start dates, you can begin your program when it’s best for you.

September 09, 2024 Term

Sep 06, 2024

Application Due

Payment Due

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Unregister/Cancel Deadline

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September 30, 2024 Term

Sep 27, 2024

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January 06, 2025 Term

Jan 03, 2025

Jan 06, 2025

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January 27, 2025 Term

Dec 10, 2024

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May 19, 2025 Term

June 09, 2025 term.

May 09, 2025

Jun 09, 2025

Jun 10, 2025

Jun 13, 2025

Jul 27, 2025

Here are just some of the courses you’ll take when working towards this program. Visit the College Catalog to see all courses.

Featured Faculty

Our real-world coursework is taught by experienced faculty.

Tiffany Hamlett

Katrina Landa

Marsha Moore

Rebecca Wiehe

Gordon Vessels

Lauri Etheridge

Francoise Bachelder

Tiffani Bateman

Ellen Brewer

Admission requirements, ace general admission requirements.

• Complete and submit all application components including the admission application, the enrollment agreement and payment agreement.
• Submit the nonrefundable application fee.*
• Provide official transcripts from an institution that is accredited by an accrediting agency recognized by the U.S. Department of Education indicating successful completion of the level of education required for entry to the program.**

*The application fee is valid for one year from date of submission.

**Additional evidence may be required to fulfill state requirements, including but not limited to verification of professional experience, test scores, or an interview.

Program Admission Requirements

• Transcript showing Masters’ or doctoral level
• Minimum grade point average 3.0 on a 4.0 scale for full admission
• Provisional admission is not permitted
• Applicants must achieve and maintain a 3.0 GPA throughout the program

International Transcript Requirements

All applicants must submit, to the Admissions Office, an official evaluation from a NACES-approved organization.

• Transcripts that are international and/or not in English must be evaluated through a NACES -recommended agency.
• Texas applicants may only submit evaluations from agencies approved by the Texas Education Agency .
• International applicants must request the course-by-course evaluation. The evaluation report must show that the non-U.S. education is equivalent to the education/accreditation level required for the program.

English as a Second Language Applicants

All applicants whose first language is not English must demonstrate competence in the English language as demonstrated in one of three ways:

• Submission of an official transcript showing a degree from a United States secondary school or regionally accredited college/university.
• Submission of an official minimum score on the paper or internet-based Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) exams.
• The minimum TOEFL score required for the internet-based version is 80, and the paper-based version requires a minimum TOEFL score of 20 for each of the three skills: Reading, Listening and Writing.
• The minimum IELTS score required is 6.5. Note: IELTS is not acceptable for Texas programs leading to certification.
• The testing agency must send test scores directly to American College of Education.
• Applicants to the Texas Educational Leadership program whose first language is not English must submit a minimum scaled score of 24 for speaking, 22 for listening, 22 for reading and 21 for writing from the Internet-Based TOEFL (IBT) or evidence of an undergraduate or graduate degree earned at an institution of higher education in a country outside of the United States listed in Figure: 19 TAC §230.11(b)(5)(C) .

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.

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Doctoral Degree Overview

University of Idaho offers two advanced Education degree programs, the Doctor of Education (Ed.D.) and Doctor of Philosophy (Ph.D.). Differences between the two are explained below. The Doctoral Handbook will guide students through the steps necessary to be considered for admission to the doctoral program in the College of Education, Health and Human Sciences and College of Graduate Studies. For more information about our programs, contact us by email at  [email protected]  or call 208-885-6772.

For more information about our doctoral programs, contact Ann Brown .

Doctor of Education (Ed.D.)

The Doctor of Education prepares students as professional leaders, educators and practitioner-scholars who actualize the knowledge base in their respective field. Students will:

Create and model ethical evidence-based best practices

Lead organizational change 

Establish a caring and collaborative learning community

Support the principles of teaching and learning practices

Utilize the principles of effective leadership

Develop proficiency utilizing and applying technologies

Evaluate the individual, organizational, and societal contexts of learning

Design research that addresses professional policy issues

Integrate ethical sensitivity toward diversity and social justice in research, teaching and learning

Doctor of Philosophy (Ph.D.)

The Doctor of Philosophy prepares students as researchers, faculty and/or discipline-based scholars who contribute to the knowledge base of their respective fields. Students will:

Engage in ethical, empirical, theoretical, and/or conceptual inquiry

Develop an active research agenda

Engage in grant-writing, proposal and manuscript preparation and presentations

Develop understanding of pedagogies and content 

Contribute to professional organizations, societies and/or academies

Engage in appropriate outreach/service 

Doctoral Specializations

Adult, organizational learning and leadership, ph.d..

A Ph.D. in Adult, Organizational Learning and Leadership will prepare you to lead and teach professional development and training programs as a leader or educator. This doctorate program at  University of Idaho prepares students in a wide range of careers including higher education, business, government agencies and nonprofit organizations.

• View Ph.D. study plan

Autism Spectrum Disorder & Related Disabilities, Ph.D.

The Ph.D. specialization at the University of Idaho is designed to prepare prospective university faculty and leaders to teach, conduct and disseminate research and secure funding for research in the area of autism spectrum disorder and related disabilities. This highly structured program is designed to accommodate full- and part-time doctoral students both at a distance and on campus, and to produce high-quality leaders that are philosophically oriented toward family involvement, cultural competency, inclusive and multi-tiered supports, evidence-based interventions and research to practice scholarship.

• View Ph.D. study guide

Career and Technical Education, Ph.D. or Ed.D.

This program prepares education professionals for leadership positions in public or private education systems, including K-12 districts and community colleges. The degree is designed for experienced educators who want to perform and apply research to address practical problems relevant to their personal careers and local educational landscapes. As a student in this program, you will lead original dissertation research, likely within the context of your professional work, with a focus primarily on real-world, real-time applications in your local community. Students graduate proficient in program evaluation, case study and action research.

• View Ed.D. study plan

Curriculum and Instruction, Ph.D. or Ed.D.

This program offers opportunities to contribute to national and international conversations surrounding the many complex issues in today’s educational system. This research-oriented program is designed primarily, but not exclusively, for students who want research and/or teaching careers in higher education. As a student in the program, you will design and implement original dissertation research to address a specific problem or issue in the field of education. Your work should lead to publishable articles in national and international peer-reviewed journals. Students in this program become proficient in advanced statistical and qualitative research methodologies and gain the skills to lead further research in their professional careers in academia.

Educational Leadership, Ph.D. or Ed.D.

A Doctor of Education (Ed.D) or a Doctor of Philosophy (Ph.D.) degree with an educational leadership emphasis is for students who want to learn advanced skills and theories that will help inform and improve research and practice. This degree prepares students to assume positions as research-based faculty members in universities, high-level administrators and analysts in schools, school districts and in state and national-level agencies. The doctorate can also open doors in the private sector as a consultant and CEO.

Exercise Science, Ph.D.

This Ph.D. program prepares you to help advance the field of exercise science through teaching, research and service at universities or other exercise-related institutions. As a student in the program, you will focus your doctoral studies in biomechanics, exercise physiology or sport psychology. You also will lead independent research in the field, with opportunities to conduct performance, physiological or motor-skills tests in the on-campus Human Performance Laboratory which houses the Exercise Physiology Lab and the Biomechanics Lab.

Healthy Active Lifestyles, Ph.D.

Stem (science, technology, engineering and mathematics), ph.d. or ed.d..

The College of Education, Health and Human Sciences (EHHS) has a specialization in STEM education within its Ph.D. in education. The college focuses on the disciplines within STEM not only because the skills and knowledge in each discipline are essential for student success, but also because these disciplines are deeply intertwined in the real world and in how students learn most effectively.

There are various areas of expertise and experience in EHHS that include but are not limited to:

• K-12 STEM Education
• Math and Science Education
• Engineering and Technology Education
• Indigenous STEM Education
• Experiential STEM Education

Because there is so much variance among study plans in the STEM Education specialization based on students’ backgrounds and focus, a sample program sheet is not provided. Contact the associate dean for the College of Education, Health and Human Sciences for specific information regarding a given focus within STEM Education.

Questions on our Graduate Programs?

» Visit our Graduate Program FAQ page

• Doctoral Handbook pdf
• Doctoral Dissertation Proposal Approval pdf

Admission Details

Ed.D. or Ph.D.

• Next available: Fall 2025
• Application Deadline: Dec. 1
• Summer only
• Next available: Summer 2024
• Application Deadline: April 15

EdDPrograms.org

Doctorate in Educational Technology (Ed.D.) Programs

Plan your future with our detailed listings for Ed.D in Educational Technology and Ed.D. in Instructional Technology programs ! Compare degree prices, curricula, and admissions requirements. Explore programs in leadership, instructional design, distance learning, and more. Find out what Online Ed.D. in Educational Technology options are available. And learn about job opportunities & salaries in this field.

What is an Ed.D. in Educational Technology?

An Ed.D. in Educational Technology is an interdisciplinary program that blends together advanced studies in information technology, instructional design & educational theory. Experts in this field facilitate learning and improve student performance by creating, implementing, and managing technology-driven solutions.

Education professionals may seek a doctorate in educational technology in order to:

• Qualify for high-level positions in learning institutions, corporations, non-profits, or public sector agencies
• Explore cutting-edge research, trends, and challenges in educational technology
• Find innovative ways to address education & performance needs in diverse settings
• Create technology solutions that make meaningful improvements in learning & instruction

Ed.D. in Educational Technology students tend to be a diverse bunch, with roles in teaching, instructional design, administration, faculty development, student services, and more.

Types of Doctorate in Educational Technology Programs

Ed.d. in educational technology.

Broadly speaking, “Educational Technology” is a field that is focused on utilizing all aspects of technology to support education goals. That means Ed.D. students in these programs are often interested in management and decision-making roles.

Having said that, universities have considerable freedom to shape the curriculum for this degree, so you’re going to find a lot of variety in our listings . For example, there are Ed.D. in Educational Technology programs that focus on:

• Leadership (e.g. Morehead State University’s Ed.D. in Educational Technology Leadership and New Jersey City University’s Ed.D. in Educational Technology Leadership )
• Education Levels (e.g. Johns Hopkins University’s Online Ed.D. in Technology Integration in K-16 Education )
• Online Learning (e.g. Regent University’s Online Ed.D. in Educational Technology & Online Learning and Northcentral University’s Ed.D. in E-Learning )
• Specific Subjects (e.g. Chicago School of Professional Psychology’s Online Ed.D. in Educational Psychology and Technology )

Ed.D. in Instructional Technology

Within the listings , you’ll also discover a large number of doctoral programs in “Instructional Technology.” Traditionally, instructional technology has had more of a practical, hands-on feel than educational technology. Students are often interested in exploring, designing, and implementing tech solutions that address a specific skill or knowledge gap.

In addition to standard titles, there are Ed.D. in Instructional Technology programs in:

• Design & Technology (e.g. West Virginia University’s Ed.D. in Instructional Design and Technology and Sam Houston State University’s Online Ed.D. in Instructional Systems Design and Technology )
• Online Learning (e.g. Nova Southeastern University’s Ed.D. in Instructional Technology and Distance Education )
• Unique Specializations (e.g. Towson University’s  Ed.D. in Instructional Technology with multiple tracks)
• State Certification (e.g. Kennesaw State University’s Ed.D. in Instructional Technology – Certification Track for Georgia educators)

Ed.D. in Educational Technology vs. Ed.D. in Instructional Technology

The distinction between doctoral programs in educational technology and instructional technology can be quite murky.

• In many cases, an Ed.D. in Educational Technology will be concerned with leadership issues. This is the kind of program that would suit administrators who don’t wish to get sunk into a lot of technical work.
• In certain cases, an Ed.D. in Educational Technology might be hands-on, blending instructional design & technology coursework with educational leadership concerns.
• In addition, a lot of Ed.D. programs in Instructional Technology include credits in management, organizational concerns, and leadership.

To get a sense of where the coursework is headed, we recommend you follow the curriculum links in our listings . You could also consider programs that blend the two majors (e.g. Texas Tech University’s Ed.D. in Educational and Instructional Technology ).

Ed.D. in Curriculum and Instruction – Educational Technology

Educational technology employs 21st century tools to aid program development and student learning. So it makes sense that educational technology often appears as a subspecialty within Ed.D. programs in Curriculum & Instruction.

Examples of this trend include Boise State University’s Online Ed.D. in Curriculum and Instruction – Educational Technology , New Mexico State University’s Ed.D. in Curriculum and Instruction – Educational Learning Technologies, and the University of South Carolina’s Ed.D. in Educational Practice and Innovation – Learning Design and Technologies .

Ed.D. in Educational Leadership – Educational Technology

If you’re interested in management or administrative roles, you could also consider pursuing an Ed.D. in Educational Leadership with concentration coursework in Educational Technology (e.g. Concordia University Chicago’s Online Ed.D. in Leadership – Educational Technology ).

Earning an Ed.D. in Educational Technology

Educational technology prerequisites.

• Master’s Degree: Ed.D. programs usually require an M.Ed., M.A. in Education, or a comparable master’s degree, but the Ed.D. in Educational Technology is a special case. Check with the Ed.D. program coordinator if you have a master’s degree in computer science, information technology, or a relevant field—schools may be more than willing to consider you. Holding an educational specialist degree (Ed.S.) typically grants advanced placement.
• Work Experience: Universities may or may not have a minimum work experience requirement (e.g. 3 years). However, they will be looking closely at your résumé.
• Minimum GPA: The standard minimum for an Ed.D. in Educational or Instructional Technology is 3.0. High-flying Colleges of Education may raise it to 3.25-3.5.
• Additional Requirements: Schools can also ask for GRE scores, an admission essay or statement of purpose, an academic writing sample, letters of recommendation, and/or your résumé.

Educational Technology Coursework

All Ed.D. programs in Educational Technology or Instructional Technology will contain coursework in research theories, methodologies, and tools. But beyond that, the curriculum can vary quite a bit. Generally speaking:

• Educational Technology: An Ed.D. in Educational Technology blends coursework in the field (e.g. trends in educational technology, transforming education through technology, etc.) with credits in areas such as leadership, curriculum & instruction (e.g. instructional design), and assessment & supervision (e.g. program evaluation). In recent years, online learning technologies and human-computer interaction (HCI) have become popular elements.
• Instructional Technology: An Ed.D. in Instructional Technology covers areas such as advanced instructional design & performance improvement, systems analysis & design, project management, program assessment & evaluation, trends & issues in instructional technology, and the like. You may also be exploring principles of distance education and instructional models & tools for online learning.

If you’re unsure about which program is right for your career goals, check out the curriculum links in our listings . You will be able to match the coursework to your short- and long-term aims.

Educational Technology Internship and Fieldwork

Ed.D. programs in Educational Technology often require a small amount of fieldwork or an internship—this usually takes the form of individual work on a capstone project. Students and faculty advisors are generally given a great deal of latitude with respect to the format and requirements of this work. The internship in Towson University’s Ed.D. in Instructional Technology is fairly typical in this respect.

Educational Technology Dissertation

Because of the program’s practical bent, an Ed.D. in Educational Technology or Instructional Technology is less likely to require a traditional dissertation, and more likely to offer a Dissertation in Practice (DiP) or capstone project. We discuss the difference between these options in our guide to No Dissertation Ed.D. Programs .

For example, as an alternative to its applied dissertation, Nova Southeastern University’s  Ed.D. in Instructional Technology and Distance Education allows doctoral students to tackle a Strategic Research Project (SRP). Students who choose this project are expected to solve advanced problems in a real-world setting.

Online Ed.D. in Educational Technology Programs

Are ed.d. in educational technology programs offered online.

You bet. Our  listings contains scores of online doctorates in educational technology and instructional technology. We’ve flagged them all with an “Offered Online” marker. A large number of them come from CAEP-accredited schools.

Do Online Ed.D. in Educational Technology Programs Contain Residencies?

Most Online Ed.D. programs in Educational Technology or Instructional Technology will have an on-campus residency requirement. However, these intensives are often short (e.g. long weekend) and held during the summer, to accommodate busy professionals.

If you don’t want to travel, you will find 100% online programs in our listings . For instance, Boise State University’s Online Ed.D. in Curriculum and Instruction – Educational Technology has no campus requirements.

Educational Technology Careers

Ed.d. in educational technology jobs.

Graduates with a doctorate in educational technology or instructional technology apply to mid- and senior-level positions in their chosen realm (e.g. K-20 education, business, government, etc.) and field of interest (e.g. program design, management, employee training, etc.). Sample job titles in these areas include:

• Director of Educational Technology
• Director of Instructional Technology
• Director of Instructional Design
• Director of Teaching & Learning with Technology
• Chief Learning Officer
• Senior Instructional Designer
• Instructional Technology Specialist
• Instructional Technologist
• Design & Development Specialist
• Online Curriculum Developer
• Online Course Designer
• Online Course Director
• Educational Software Consultant
• Training & Development Manager
• Director of Training & Development
• Worldwide Training Director
• Corporate Trainer
• Vice President for Professional Development
• Instructional Technology Professor
• Educational Technology Professor

Ed.D. in Educational Technology Salary

The easiest way to find info on your chosen job in educational technology or instructional technology is to examine data from common salary sites. For example, you could compare average salary numbers for a “Director of Educational Technology” on Glassdoor , PayScale , and Neuvoo . Bear in mind that these averages are just an estimate—individual wages will reflect the geographic region, job demand, and type of institution.

Is an Ed.D. in Educational Technology Worth it?

Strictly speaking, you don’t need an Ed.D. in Educational Technology or Instructional Technology to work within the field—a master’s degree will usually suffice. But it’s a new, fast-growing, competitive career track, and professionals who plan to advance to high-level positions will need to find ways to stand out. A terminal degree tends to do that.

Talk to your mentors and recent Ed.D. graduates before you make a decision. If you do decide to go for an education doctorate, you should make sure that it a) closely aligns with your career goals; b) focuses on applied research and real-world training; c) has a track record of success.

Educational Technology Resources

• The Consortium for School Networking (COSN) : COSN is the most prominent professional development organization for educational technology specialists in the United States, offering online courses, webinars, and a certification program for leaders in the field.
• EDUCAUSE : EDUCAUSE is to networking and advocacy efforts what COSN is to professional development. It sponsors a job board, extensive research opportunities, and regular conferences for educational technology professionals. There are also substantive volunteer opportunities.
• International Journal of Educational Technology in Higher Education : If you’re interested in how colleges and universities use educational technology to advance their goals, this journal will keep you up to date.
• International Society for Technology in Education (ISTE) : ISTE brings together experts in educational technology from all over the world.
• State Educational Technology Directors Association (SETDA) : In addition to providing resources & networking opportunities for educational technology directors, SETDA offers extensive policy and collaboration opportunities for other professionals.

School Listings

56 Schools Found

Northcentral University

School of Education

Prescott Valley, Arizona

Online Doctorate of Education in E-Learning

Offered Online

• Curriculum Info
• How To Apply

University of Phoenix

School of Advanced Studies

Tempe, Arizona

Online EdD in Educational Leadership - Educational Technology

Fielding graduate university.

School of Leadership Studies

Santa Barbara, California

Doctor of Education in Leadership for Change - Media, Technology, and Innovation Concentration

Pepperdine university.

Graduate School of Education and Pschology

Malibu, California

Doctor of Education in Learning Technologies

University of san francisco.

San Francisco, California

Doctor of Education in Learning and Instruction - Education Technology

University of colorado denver/anschutz medical campus.

School of Education and Human Development

Denver, Colorado

Doctorate in Education - Leadership for Educational Equity - Professional Learning and Technology

Nova southeastern university.

Fischler College of Education

Fort Lauderdale, Florida

EdD in Instructional Technology and Distance Education

Online edd in instructional technology and distance education, the university of west florida.

College of Education and Professional Studies

Pensacola, Florida

EdD in Instructional Design and Technology - Distance Learning

Edd in instructional design and technology - performance technology, university of central florida.

College of Education

Orlando, Florida

EdD in Curriculum and Instruction - Instructional Design and Technology

University of florida.

Gainesville, Florida

Online Doctor of Education in Educational Technology

Kennesaw state university.

Bagwell College of Education

Kennesaw, Georgia

Online EdD in Instructional Technology - Advanced Track

Online edd in instructional technology - certification track, university of west georgia.

Carrollton, Georgia

Online Doctor of Education in School Improvement - Instructional Technology

Online doctor of education in school improvement - media specialist, valdosta state university.

College of Education and Human Services

Valdosta, Georgia

Doctor of Education in Curriculum and Instruction - P-12 Disciplinary - Instructional Technology

Doctor of education in curriculum and instruction - p-12 disciplinary - library media, doctor of education in curriculum and instruction - p-12 disciplinary - technology, doctor of education in leadership - technology leadership, boise state university.

Boise, Idaho

Online EdD in Curriculum and Instruction

Idaho state university.

Pocatello, Idaho

EdD in Educational Leadership - Instructional Design Technology

University of idaho.

College of Education, Health, and Human Sciences

Moscow, Idaho

Doctor of Education in Career and Technical Education

Doctor of education in stem - engineering and technology education, concordia university-chicago.

River Forest, Illinois

Doctorate in Education in Leadership - Educational Technology

Online doctorate in education in leadership - educational technology, illinois state university.

Normal, Illinois

EdD in Teaching and Learning - Education Technology

The chicago school of professional psychology.

Department of Educational Psychology and Technology

Chicago, Illinois

Online Ed.D. in Educational Psychology and Technology - Higher Education Learning and Technology

Online ed.d. in educational psychology and technology - instructional design, online ed.d. in educational psychology and technology - k-12 education learning and technology, university of illinois at urbana-champaign.

Department of Educational Policy, Organization, and Leadership

Champaign, Illinois

Ed.D. in Learning Design and Leadership - New Learning

Ed.d. in learning design and leadership - technology specialist, indiana university bloomington.

Bloomington, Indiana

Online EdD in Instructional Systems Technology

Baker university.

Baldwin City, Kansas

Online Doctor of Education in Instructional Design & Performance Technology

Morehead state university.

Morehead, Kentucky

Doctor of Education in Educational Technology Leadership

University of kentucky.

Department of Curriculum and Instruction

Lexington, Kentucky

EdD in Instruction and Administration - Instructional Systems Design

Frostburg state university.

Department of Educational Professions

Frostburg, Maryland

Doctor of Education in Educational Leadership - Educational Instructional Technology

Johns hopkins university.

Baltimore, Maryland

Online EdD in Technology Integration in K-16 Education

Towson university.

Department of Educational Technology and Literacy

Towson, Maryland

Doctoral of Education in Instructional Technology - Digital Learning

Doctoral of education in instructional technology - distance education, doctoral of education in instructional technology - early childhood, doctoral of education in instructional technology - elementary education, doctoral of education in instructional technology - english language learning/multiculturalism, doctoral of education in instructional technology - instructional design, doctoral of education in instructional technology - leadership, doctoral of education in instructional technology - leadership, administrator 1 certification track, doctoral of education in instructional technology - reading, doctoral of education in instructional technology - secondary education, doctoral of education in instructional technology - special education, walden university.

Riley College of Education & Leadership

Minneapolis, Minnesota

Online Doctor of Education - Educational Technology

Winona state university.

Winona, Minnesota

Online Doctor of Education in Technology Education

The university of montana.

Department of Educational Leadership

Missoula, Montana

EdD in Educational Leadership - Technology Leadership

University of nebraska-lincoln.

Department of Educational Administration

Lincoln, Nebraska

Doctor of Education in Educational Studies - Innovative Learning Technologies

University of nevada-las vegas.

Las Vegas, Nevada

EdD in Curriculum and Instruction - Educational Technology Track

New jersey city university.

Department of Educational Technology

Jersey City, New Jersey

Doctorate in Educational Technology Leadership

Columbia university in the city of new york.

Department of Mathematics, Science & Technology

New York, New York

EdD in Instructional Technology and Media

St. john's university.

Queens, New York

Doctor of Education in Instructional Leadership - Instructional Technology

North carolina, appalachian state university.

Department of Leadership & Educational Studies

Boone, North Carolina

Doctor of Education in Educational Leadership - Instructional Technology Leadership

Online doctor of education in educational leadership - instructional technology and leadership, north carolina state university at raleigh.

Department of Educational Leadership, Policy, and Human Development

Raleigh, North Carolina

Doctor of Education in Community College Leadershp -Technology

North dakota, university of north dakota.

Department of Teaching and Learning

Grand Forks, North Dakota

Online Doctor of Education in Educational Practice and Leadership - Instructional Design and Technology

Kent state university at kent.

School of Foundations, Leadership and Administration

Ed.D. in Interprofessional Leadership - Educational Technology

Pennsylvania, drexel university.

Philadelphia, Pennsylvania

Doctorate of Education in Educational Leadership and Management - Learning Technologies

Wilkes university.

Wilkes-Barre, Pennsylvania

Doctorate in Education - Educational Leadership - Educational Technology

South carolina, university of south carolina-columbia.

Columbia, South Carolina

Online Ed.D. in Educational Practice and Innovation with a concentration in Learning Design and Technologies

University of memphis.

Department of Instruction and Curriculum Leadership

Memphis, Tennessee

Doctorate of Education in Instructional Design and Technology

Online doctorate of education in instruction and curriculum leadership - instructional design and technology, abilene christian university.

School of Education Leadership

Abilene, Texas

Doctor of Education in Organizational Leadership - Learning with Emerging Technologies Track

Sam houston state university.

Huntsville, Texas

Online Doctorate of Education in Instructional Systems Design and Technology

Tarleton state university.

Department of Educational Leadership & Technology

Stephenville, Texas

Ed.D. in Educational Leadership - Educational Technology Leadership

Texas a & m university-commerce.

Commerce, Texas

Doctor of Education in Supervision, Curriculum and Instruction - Educational Technology

Texas a & m university-kingsville.

Department of Educational Leadership and Technology

Kingsville, Texas

Doctor of Education in Educational Leadership - Instructional Technology

Texas tech university.

Lubbock, Texas

Ed.D. in Educational and Instructional Technology

The university of texas rio grande valley.

Edinburg, Texas

Doctor of Education in Curriculum and Instruction - Educational Technology

University of houston-clear lake.

Houston, Texas

EdD in Curriculum and Instruction - Technology

Regent university.

Virginia Beach, Virginia

Online Doctor of Education in Educational Technology & Online Learning

Virginia tech.

Blacksburg, Virginia

Seattle Pacific University

Seattle, Washington

EdD - Digital Education Leadership

University of wisconsin-stout.

Teaching, Learning and Leadership Department

Menomonie, Wisconsin

Doctorate of Education in Career and Technical Education

University of wyoming.

Laramie, Wyoming

Online EdD in Learning, Design and Technology

Piaget and Vygotsky in XXI century

Discourse in early childhood education

• © 2022
• Nikolay Veraksa 0 ,
• Ingrid Pramling Samuelsson 1

Lomonosov Moscow State University, Moscow, Russia

You can also search for this editor in PubMed   Google Scholar

Department of Education, Communication and Learning, University of Gothenburg, Göteborg, Sweden

• Analyzes issues of modern childhood education from both Piaget and Vygotsky perspectives
• Introduces the methodology of work and practice that will take advantage of Piaget and Vygotsky
• Includes contributions from well-known and well-respected professionals from different countries

Part of the book series: Early Childhood Research and Education: An Inter-theoretical Focus (ECRE, volume 4)

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History, Theory and Practice: Early Childhood in Australia and China

A Spiritual Vision of the Child. Romanticism, Esotericism, and Steiner’s Educational Thought

The Possible in the Life and Work of Lev Vygotsky

• Cognitive Development
• Emotional Development
• Social Development

Dialectical Thinking

• Education Environment
• Early Childhood Education
• Quality of Education
• Cultural Tools in Education
• Digital Tools in Education
• Play in education

Table of contents (11 chapters)

Front matter, introduction.

• Nikolay Veraksa, Ingrid Pramling Samuelsson

Vygotsky’s Theory: Culture as a Prerequisite for Education

Nikolay Veraksa

Learning and Development in a Designed World

• Roger Säljö, Åsa Mäkitalo
• Nikolay Veraksa, Michael Basseches

Social Representations of Play: Piaget, Vygotskij and Beyond

• Bert van Oers

Children’s Perspectives Informing Theories and Nordic Preschool Practice

• Camilla Björklund, Ingrid Pramling Samuelsson

Preschool Children’s Pretend Play Viewed from a Vygotskyan and a Piagetian Perspective

• Polly Björk-Willén

Piaget and Vygotsky: Powerful Inspirators for Today’s Students in Early Education and Developmental Psychology

• Elly Singer

Constructivism and Social Constructivism in the Study of Relationship Between Early Childhood Education Quality and Executive Function at 5–6 years Old

• Anastasia Belolutskaya, Darya Bukhalenkova, Evgeniy Krasheninnikov-Khait, Igor Shiyan, Olga Shiyan, Aleksander Veraksa

Piaget and Vygotsky’s Play Theories: The Profile of Twenty-First-Century Evidence

• Nikolay Veraksa, Yeshe Colliver, Vera Sukhikh

Vygotsky and Piaget as Twenty-First-Century Critics of Early Childhood Education Philosophizing

• Niklas Pramling

Editors and Affiliations

Ingrid Pramling Samuelsson

About the editors

Nikolay Veraksa is a Professor at Lomonosov Moscow State University, Leading Researcher of the Russian Academy of Education, Moscow City University, Chair of the UNESCO Chair in Early Childhood Education and Development, Honored Doctor of Gothenburg University. Has an experience as an invited editor of the International Journal of Early Years Education (2011), European Early Childhood Education Research Journal (2014); published book Vygotsky’s Theory in Early Childhood Education and Research (edited by Nikolay Veraksa and Sonja Sheridan) – Routledge, 2018.

Bibliographic Information

Book Title : Piaget and Vygotsky in XXI century

Book Subtitle : Discourse in early childhood education

Editors : Nikolay Veraksa, Ingrid Pramling Samuelsson

Series Title : Early Childhood Research and Education: An Inter-theoretical Focus

DOI : https://doi.org/10.1007/978-3-031-05747-2

Publisher : Springer Cham

eBook Packages : Education , Education (R0)

Copyright Information : The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022

Hardcover ISBN : 978-3-031-05746-5 Published: 19 August 2022

Softcover ISBN : 978-3-031-05749-6 Published: 20 August 2023

eBook ISBN : 978-3-031-05747-2 Published: 18 August 2022

Series ISSN : 2946-6091

Series E-ISSN : 2946-6105

Edition Number : 1

Number of Pages : VIII, 206

Number of Illustrations : 22 b/w illustrations, 5 illustrations in colour

Topics : Early Childhood Education , Educational Philosophy , Developmental Psychology , Education, general , Philosophy of Education , Curriculum Studies

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VII International Conference

"Early Childhood Care and Education" (ECCE 2018)

Moscow, Russia 16-20 May 2018

VII International Conference "Early Childhood Care and Education" (ECCE 2018) will take place in Moscow, Russia, on 16-20 May 2018. ECCE is one of the largest international conferences devoted to modern childhood issues attended by academics, students, practitioners, and policymakers.

The organizers of the ECCE 2018 are Lomonosov Moscow State University and Moscow Academy of Preschool Education (MAPE).

ECCE TOPICS

Alexander Veraksa

Head of Department of Psychology of Education and Pedagogics of the Faculty of Psychology of Lomonosov Moscow State University (Russia)

Pre-conference

Pre-conference seminars for participants will be held on 16 May 2018. Learn more

Childcare Tours

On May 16, 2018, participants can visit one of the leading kindergartens in Moscow. Learn more

Learn more -->

The VII International Conference "Early Childhood Care and Education" (ECCE 2018) will be held at Shuvalovsky Building of Lomonosov Moscow State University, which is located at Moscow, Lomonosovsky Prospekt, 27, building 4.

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World Bank Group

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• information
• terms of participation
• publication possibilities
• plenary speakers
• reports 2024
• organizing committee
• informational partners
• About About key dates information terms of participation publication possibilities
• The Programme The Programme topics plenary speakers programme reports 2024
• Organizers Organizers organizing committee hosts informational partners
• Archive Archive about programme 2021 programme 2022 programme 2023 materials

Programme 2023

Associate Professor at the Faculty of Psychology at the Lomonosov Moscow State University, PhD in Psychology.

• Mediamultitasking as a way of adapting to the digitalization of children's everyday life Galina Soldatova
• Digital socialization in social media and youth: challenges to psychology Jorge Enrique Torralbas Oslé
• Digitalization of children and adolescents by young university students in Brazil and Mexico Candido Alberto Da Costa Gomes
• Identifying the home digital literacy practice of Chinese young children Jinjin Lu Feifei Han
• Enactment of virtual world technologies in management of children with learning disability Priyaranjan Maral Usha Kiran Subba Anjana Prusty
• Social media in adolescence: a new arena for sexuality, risky behaviors, identity and relationships Stefano Eleuteri
• Play activity and project activity: trends of past and future Nikolay Veraksa

Head of the Psychology of Education and Pedagogics Department Faculty of Psychology at the Lomonosov Moscow State University, Vice-Director of the Psychological Institute of the Russian Academy of Education, Vice-President of the Russian Psychological Society, Full Member of the Russian Academy of Education, Doctor of Psychology.

• Current research priorities in terms of improving the quality of teacher education Aydar Kalimullin
• Can preschoolers benefit from the online education, and how could it be relevant in post-COVID times Yaroslava Pottosina  Lizelle Lambrechts 
• Activity approach to designing digital educational environments Andrey Konokotin
• Perception of digital education of high school students in Havana Alberto Antonio Carballo Soca
• The role of the teacher's interaction with children in the development of self-regulation in preschoolers Daria Bukhalenkova
• The phenomenon of the digital play in the system of concepts of cultural-historical psychology Olga Rubtsova Olga Salomatova
• The power of quality content in children's media: Promoting sustainability and ecological consciousness in early childhood development Evren Yiğit
• Cultural consumption and accessibility to audiovisual content: ICAIC's animated experience Nilza González Peña
• Strategies of promoting prosocial behavious among children (7-11 yrs) who watch cartoons Mary Wambui Kamina
• Development of the kindergarten media environment Elena Bondarenko Alexey Demidov
• Media education in kindergartens of Uzbekistan Kakhramon Ibadullayev
• Media socialization of Russian youth through national digital platforms: from consensus and “new patriotism” to the nostalgia effect Denis Dunas
• 50 years of research of the digital environment of preschool educational institutions Irina Komarova
• Media environment and its role in working with children with disabilities Larisa Kuznetsova
• Film education in kindergarten Elena Kutsenko
• Children health in the context of digitalization Tatiana Batysheva
• Follow-up in children with obesity: is diet enough to maintain weight? Elena Pavlovskaya
• Internet use and risks by colombian children and adolescents Norman Darío Moreno Carmona
• Social networks and mental health in childhood and adolescence: a review of the state of the art in spanish and english speaking countries Cristian Palma
• Regulatory and personality resources of psychological well-being and academic achievement in younger adolescents: individual-typological aspect Varvara Morosanova
• Application of eye-tracking technology dual eye tracking (DUET) in the study of cooperation between children with atypical development and adults in the learning process Yana Smirnova
• Organization of role play activity in online sessions Yulia Solovieva
• Importance of the development of the symbolic function in preschool age for the learning of mathematics at school age Claudia Ximena González-Moreno
• Didactic strategies in the teaching of mathematics Ana María Baltazar Ramos
• The mathematics club as a learning space for students Wellington Lima Cedro
• Analysis of teaching methods of mathematical problem solving at school age Yolanda Rosas Rivera
• Psychological and pedagogical conditions for the development of the concept of magnitude in preschool children Anastasia Sidneva
• On the life position of parents of students: on the issue of the social situation of development Vladimir Sobkin
• The family context of childhood digitalization Olga Lehankova
• Parental burnout and emotional development of the child Vera Yakupova
• Psychological wellbeing of mothers and early child development Irina Penkina
• General results of children survey in project "Russian Children Wellbeing Index" in 2022 Anna Ipatova
• Sustainable development, the concept of "Nature" and the paradigm of environmental consciousness Viktor Panov
• Sexual psychoeducation to prevent sexual abuse in children Andik Matulessy
• The socio-psychological nature of adolescent bullying and the preventive work at school Elena Volkova
• What shapes cyberbullying perpetration and victimisation? Evidence from 17 countries Tamara Jovanovic Bojana Dinic Bojana Bodroza
• Teenager's social health and online social network addiction Dmitry Kornienko Natalia Rudnova
• The specifics of the bullying structure in classes where there are migrant children Olga Andronnikova
• School fight as a predictor of bullying in elementary school Ekaterina Kovalevskaya
• Sexting: new interactions and relationships? A study on frequent, occasional, and non-sexters girls Valeria Saladino
• Memory in the mirror of a fairy tale Elena Balashova
• Digital daily life of glamour and risks in the development of children’s self-awareness Natalya Burlakova
• Work with video in assessment and psychotherapy of disorders of affective-behavioral development Marina Bardyshevskaya
• From psychological assessment to intervention in the digital space Andrey Ryzhov Leonora Pechnikova Ekaterina Zhuykova
• Child with suicidal behavior in the digital world Anna Basova
• Characteristics of Internet use by teenagers Vitaly Sobur
• Conducting group psychotherapy using video materials for adolescents Maria Ermakova Maria Bashkova
• Working with children with speech disorders online Ekaterina Savina
• Application of the Leiter Method for corrective work children with speech disorders Snezhana Kokorina

Chairwoman of the Russian Committee of the World Organization for Preschool Education under the auspices of UNESCO (OMEP), Director of the organization of autonomous preschool education "WORLD OF CHILDHOOD".

• The pedagogical community as an effective approach to solving professional tasks (on the example of the activities of the Russian OMEP Committee) Larisa Shevchenko
• Using digital reading to enhance language and early literacy in preschool age children who speak at home other language than the language of school Nektarios Stellakis
• Doll therapy as a means of social adaptation of children with developmental problems of senior preschool age Svetlana Amirova
• Methods and forms of training in continuing education Dilnoza Mutalova
• From request to need or do we hear the voice of a child? Vladimir Zavrazhin Elena Hermogenova
• Children's animation as an innovative technology of emotional development of children Guzel Fayzullina
• An integrated approach to the organization of robotics classes in preschool educational institutions Andrey Kravtsov
• Physical development and child's executive functioning: evidence from longitudinal studies Margarita Gavrilova
• Sleep and screen exposure as predictors of the development of executive functions in adolescents Manuel Riaño-Garzón
• Associations between screen use and cognitive development in early childhood: Transcultural results from Latin America Lucas G. Gago Galvagno
• Psychology of children’s play and STEM-education in the development of cognition, emotion, imagination, and creativity in childhood Evgeniya Shishova
• Video games use and its relationship with resilience factors of mental health Evelyn Fernández Castillo
• Social structure and self in students’ academic experiences Purnima Singh Khushbeen Kaur Sohi

Russian Psychological Society

e-mail: [email protected]

Federal Scientific Center for Psychological and Interdisciplinary Research, Moscow, Russia

e-mail: [email protected]

Psychology Department of the Lomonosov Moscow State University, Moscow, Russia

e-mail: [email protected]

Castle of Childhood, Moscow, Russia

For a hundred and fifty fortunate preschoolers in Moscow, Russia, every working day is a fairy tale. As an alternative of the standard kindergarten, they go to the Castle of Childhood, a genuine-lifetime fantasy castle in which they can play and dwell out their goals of being princes and princesses. The Castle of Childhood is frequently identified as the coolest-on the lookout kindergarten in the earth, and for superior explanation. It’s an awesome complex consisting of a huge, vibrant medieval castle and several play areas, which include the standard swings and slides, as nicely as quite a few playhouses, a soccer field, operating monitor and flower gardens. The castle itself residences all varieties of wondrous areas designed to preserve young children busy and entertained at all times. Situated in Lenin State Farm, the Castle of Childhood was inaugurated in February of 2013. Pavel Grudinin, the director of the farm, came up with the idea for this awesome complex just after browsing Germany’s attractive Neuschwanstein Castle, which also served as inspiration for Disneyland’s Sleeping Beauty Castle. He was apparently so impressed by the architectural surprise that he needed to recreate some of its magic for young children in Russia. The Castle of Childhood is a private kindergarten, and parents who want to send out their young children right here would ordinarily have to pay out a month to month cost of 28,000 rubles ($463). However, the Russian Federal government subsidizes all over one hundred of the a hundred and fifty readily available places, so parents only have to pay out $thirty a month for every boy or girl.  Source:  http://www.hifow.com/the-castle-of-childhood-russias-fairy-tale-kinderga...  

University of Pennsylvania

School of Arts and Sciences

Penn Calendar

Department Office

745 Williams Hall 255 S 36th St. Philadelphia, PA 19104-6305 phone: (215) 898-8704 fax: (215) 573-7794 [email protected]

Department Chair

Kristen Ghodsee (215) 746-0174

Graduate Chair

Kevin M.F. Platt 746 Williams Hall (215) 908-1685 [email protected]

Undergraduate Chair

D. Brian Kim Williams Hall 752 [email protected]

Schools and education in Germany

Education in Germany is renowned for its high standards, with a structured and well-regarded system across Europe and beyond. For expat parents, understanding the nuances of the German school system is crucial in ensuring a smooth transition for their children. This guide will help you understand the advantages and disadvantages of the German school system and choose one of the best schools in Germany to suit your needs.

Overview of the German school system

Tips for expat parents.

The German education system is divided into several stages, each with its requirements and expectations. Unlike in some other countries, the path through education in Germany is somewhat varied and can be tailored to suit different academic and vocational goals: parents may choose state or private schools. In big German cities like Berlin, Frankfurt, and Munich, international schools are also available.

Early childhood education (Kindergarten)

Before formal schooling begins, children typically attend Kindergarten – which allows them to prepare for primary school in Germany. It is available for children aged three to six. Kindergarten is not compulsory but is widely attended, offering a mix of play-based learning and social development activities. It provides an excellent opportunity for young children, especially expats, to immerse themselves in the German language and culture early on.

Primary schools in Germany (Grundschule)

Compulsory education starts at the age of six, when children enter Grundschule – the primary school in Germany which covers grades 1 to 4 (or grades 1 to 6 in some states). During these formative years, students are taught core subjects such as German, mathematics, science, and social studies. Emphasis is also placed on physical education and arts. At the end of Grundschule, children are assessed to determine the most suitable secondary school track for them.

Secondary schools in Germany

Secondary education in Germany is more complex, with several different types of schools catering to different academic abilities and career aspirations.

Vocational and higher education

After completing secondary school, students have various options, including vocational training through the dual system (a combination of classroom learning and on-the-job training), attending a Fachoberschule for further specialised education, or entering higher education at a university or a university of applied sciences (Fachhochschule).

When in Germany, grown-ups learn a lot. too: don't forget to check our recycling guide .

Familiarise yourself with the local education system Given the regional differences in the education system, it’s important to understand the specific structure and requirements of the state (Bundesland) where you’ll be living to choose one of the best schools in Germany. Each state has its own education ministry and policies, which can affect school starting ages, curricula, and the transition between school types. Check your area's private schools in Germany: their terms may be more flexible.

Language support If your child is not yet proficient in German, it’s advisable to arrange for language support well before the school year begins. Many schools offer integration courses or additional language classes, but enrolling your child in a German language course during the summer can provide a significant advantage. You may try finding English schools in Germany, but even in that case, learning German is essential.

School registration and documentation Ensure you have all necessary documentation ready for school registration, including your child’s birth certificate, proof of residence, and any previous school records. School registration usually takes place in the spring. Still, it’s important to check specific deadlines with your local education authority, especially if you are applying to a private school in Germany.

Parental involvement Best schools in Germany place a strong emphasis on parental involvement. From regular parent-teacher meetings to involvement in school events and activities, being engaged in your child’s education is encouraged and valued. This is also a great way to integrate into the local community and understand the expectations placed on your child.

Consider extracurricular activities Encourage your child to participate in extracurricular activities, whether it’s sports, music, or clubs. These activities not only help with language acquisition but also provide social opportunities and help your child to build friendships.

Prepare for cultural differences German schools may differ in their approach to discipline, homework, and assessment compared to what you are accustomed to. It’s helpful to have open discussions with your child about these differences to prepare them mentally for what to expect. Even international schools in Germany may differ from those you or your children are used to.

Seek support from other expat families Connecting with other expat families can be invaluable. They can provide insights into navigating the German school system, share experiences, and offer support as you adjust to your new environment. Many cities in Germany have active expat communities, often with social media groups or local meet-ups.

Navigating the German school system as an expat can be challenging, but with careful preparation and a proactive approach, your child can have a successful and enriching educational experience. By understanding the structure of education in Germany, getting involved in the school community, and providing the necessary support, you can help your child thrive in their new environment.

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