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The Richard W. Riley College of Education and Human Sciences:
MS in Early Childhood Studies

In this program, students gain the knowledge and leadership skills necessary for emerging roles in the field. The program allows students to deepen their understanding of child development and learning, and effective programs and practices, as well as explore current issues and trends. 

Through authentic learning experiences, students explore how play, creativity, and the content areas of language arts, social studies, math, and science can draw on and promote children’s curiosity, individual interests, and positive attitudes toward learning. Throughout the entire program experience, students will learn to become skillful communicators, team members, relationship-builders, and collaborators with families, colleagues, and agencies. Knowledge gained regarding equity and inclusion will help students to become advocates for social change in the field of early childhood.

Note: The MS in Early Childhood Studies program is offered in two different learning modalities: the course-based modality and the competency-based modality, Tempo Learning®.

Note on Teacher Licensure or Certification

This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

At the end of this program, educator professionals will be able to:

  1. Explain practices that promote healthy child development in diverse populations.
  2. Evaluate inquiry-based child-centered practices that promote play, creativity, and individual growth, exploration and discovery.
  3. Develop meaningful learning experiences that are responsive to the individual strengths and needs of children.
  4. Analyze assessment processes used to promote positive outcomes for every child.
  5. Analyze effective partnerships that foster children’s healthy development and learning.
  6. Analyze current research to inform best practices in early childhood education.
  7. Evaluate one’s professional growth as a leader and advocate in the early childhood field.
  8. Create opportunities for positive social change as a leader and advocate within the field of early childhood.

Course-Based Program (Quarter)

For students beginning their program May 27, 2024 or later.

Degree Requirements

  • 50-60 total quarter credits (50 quarter credits General program; 60 quarter credits Early Childhood Administration, Management, and Leadership specialization)
  • Foundation course (5 quarter credits)
  • Core courses (40 quarter credits)
  • Specialization courses (10 quarter credits)
  • Capstone (5 quarter credits)

Core Curriculum

Foundation Course (5 quarter credits)

  • Students may take this as a non-degree course.

Core Courses (40 quarter credits)

  • Students may take this a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.
  • Students may take this as a non-degree course.

Specialization Courses (10 quarter credits)

Capstone Course (5 quarter credits)

Course Sequence

The recommended course sequence is as follows:

Quarter Course Credits
Quarter 1

MSEC 6003 - Foundations of Early Childhood Professionalism

 5 quarter credits

MSEC 6101 - The Developing Brain and the Young Child

 5 quarter credits
Quarter 2

MSEC 6102 - Family and Community Partnerships

 5 quarter credits

MSEC 6103 - Play and Creativity

 5 quarter credits
Quarter 3

MSEC 6104 - Engaging Environments

 5 quarter credits

MSEC 6106 - Meaningful Curriculum P–3

 5 quarter credits
Quarter 4

MSEC 6107 - Observation and Assessment 0–8

 5 quarter credits

MSEC 6108 - Intentional and Responsive Practice in the Content Areas P–3

 5 quarter credits
Quarter 5-6

MSEC 6109 - Meaningful Learning Experiences: P–3

 5 quarter credits

Specialization Course

 5 quarter credits

Specialization Course

 5 quarter credits

MSEC 6918 - Capstone: Leadership and Advocacy in the Early Childhood Field

 5 quarter credits

Tempo Learning® Program

Tempo Learning® is Walden’s competency-based education modality, an alternative way of earning a Walden degree offered for some Walden programs. Instead of courses, the Walden Tempo Learning® program is comprised of competencies and rigorous assessments. Students progress through the Tempo Learning® model by successfully passing competency assessments. A student must successfully achieve or master all competency assessments to graduate from the program.

Students earn the same Walden degree whether they choose the course-based or the competency-based modality

Note on Teacher Licensure or Certification

This program does not lead to teacher licensure or certification. Teachers are advised to contact their individual school districts as to whether this program may qualify for salary advancement.

Degree Requirements

  • 33 total semester credits
  • Core competencies (21 semester credits)
  • Specialization competencies (9 semester credits,)
  • Capstone (3 semester credits)

Core Curriculum

Core Competencies (21 semester credits)

  • EP001 – Use a Systems Perspective to Understand the “Whole Child”
    Use ecological and family systems to understand the “whole child” and support positive outcomes for children.
  • PV001 – History and Evolution of the Early Childhood Field
    Explain foundational research, history, and evolution of the early childhood field in the U.S. and globally.
  • PV002 – Roles, Responsibilities and Relationships of Early Childhood Professionals
    Examine roles, responsibilities, and relationships among early childhood professionals in various sectors/settings within the field.
  • PV003 – Leadership in the Early Childhood Field
    Apply principles of effective leadership to address challenges and opportunities in the early childhood field.
  • CD001 – Theories of Childhood Development
    Demonstrate and understanding of theories and concepts of child development.
  • CD002 – Knowledge of the Child Development Continuum
    Apply knowledge of the child development continuum to support healthy child development and learning.
  • CD003 – Culture and Language and Its Influence on Development
    Explain how culture and language influence children’s behavior and development.
  • CD004 – Supporting Children With Exceptionalities
    Demonstrate an understanding of processes, laws, and resources to support the development of children with exceptionalities.
  • CD005 – Observing, Documenting, and Assessing Children
    Evaluate multiple sources of information to assess individual children in order to plan developmentally appropriate practices that help children progress along the continuum.
  • CC001 – Engages Families and Communities
    Use best practices to engage families and communities in early childhood programs.EP002 – Plan Developmentally Appropriate Curriculum
    Plan developmentally appropriate curriculum in alignment with professional standards.
  • EP004 – Evaluating Program Quality
    Apply professional standards, guidelines, and tools to evaluate the quality of early childhood programs and identify areas in need of improvement.
  • Students may take this as a non-degree course.
  • EP003 – Resources and Support in Early Childhood
    Identify funding sources and processes for obtaining funding to support early childhood programs and initiatives
  • PV004 – Impact of Current Issues & Trends On the Field
    On the Field Analyze the implications of issues such as socio-economic conditions, changing demographics, brain research, and technology on child development and the early childhood field.
  • PV005 – Commitment to Lifelong Learning and Professionalism
    Maintain professional currency related to early childhood policies, issues, and trends.
  • RC004 – Research and Advocacy
    Use research findings to advocate for children, families, and the early childhood profession.
  • Students may take this as a non-degree course.
  • RC001 – Foundations of Research
    Explain key principles and concepts in early childhood research.
  • RC002 – Research Methodologies
    Apply research methodologies appropriate for specific research questions.
  • RC003 – Evaluating Reseach
    Evaluate the quality of early childhood research studies.
  • RC005 – Developing Research Proposals
    Create research proposals to address questions in the early childhood field.
  • Students may take this as a non-degree course.
  • CR001 – Culturally Responsive Practices
    Recommend culturally responsive practices to promote supportive and respectful partnerships with families and positive outcomes for young children.
  • CR002 – Impact of Bias and Discrimination on Children, Families, and Communities
    Demonstrate an understanding of how bias and discrimination impact children, families, and communities.
  • CR003 – Access, Equity, and Promoting Change
    Apply strategies to promote access, equity, and positive social change for young children, families, and the early childhood field.
  • Students may take this as a non-degree course.
  • CC002 – Communicating and Collaborating with Colleagues
    Use effective communication and collaboration strategies to develop professional learning communities and engage with colleagues and other professionals.
  • CC003 – Communicating and Collaborating with Families
    Use communication and collaboration strategies necessary to build effective partnerships with diverse families.
  • CC004 – Communicating and Collaborating with Agencies and Government Officials
    Use communication and collaboration strategies to advocate and work effectively with agencies and government officials.
  • Students may take this as a non-degree course.

Specialization Competencies (9 semester credits)

These competencies are dependent upon the particular specialization. Please see the competency list on each specialization page.

Capstone Competency (3 semester credits)

  • CP001 – Apply Professional Knowledge and Skills
    Synthesize and apply knowledge and skills to address real-world issues or needs in the early childhood field.