The institute serves as the base for a new interdisciplinary certificate in Early Childhood Policy and Leadership. The highly selective certificate program trains a cohort of master’s and doctoral students to develop a deep understanding of the needs of children and families whose lives are shaped by early childhood programs, services, and policies.
We are now accepting applications for the Certificate in Early Childhood Policy until November 1, 2024.
The program requires students to accomplish four objectives:
- Complete a three-course certificate in Early Childhood Policy and Leadership, including courses in the science of early childhood development; program and policy development and evaluation; and leadership, advocacy, and partnerships.
- Participate in monthly seminars, targeting key issues related to early childhood research, practice, policy, advocacy, and leadership over the course of three semesters.
- Complete a three-month, paid summer internship in a local, national, or international setting to solidify skills in policy development and analysis, leadership, advocacy, or research translation in the early childhood field.
- Translate learning from the internship and certificate courses by completing a capstone project, such as a policy brief, academic paper, or policy analysis.
This four-pronged approach aims to expand the capacity, diversity, and strength of the early childhood field, setting up students for professional careers in early childhood policy, practice and research. Fellows will develop into leaders in research, policy analysis, and translation to practice, paving the way to make sustainable, equitable change in the discipline.
What is the ECPL?
The certificate in Early Childhood Policy and Leadership is designed to be an interdisciplinary meeting place and training ground for graduate students from across the university with a demonstrated interest in early childhood policy and leadership. The goal of this training program is to develop a new field of leaders in policy, research, and practice who have: a strong foundational knowledge of early child development and the early childhood policy landscape; the tools to design, implement, evaluate, and analyze early childhood policy; and the skills to engage with and lead key stakeholders in the early childhood field. We have a focus on increasing engagement of BIPOC/under-represented groups in the field and Institute Fellows will have an opportunity to be mentored by a diverse group of faculty.
What kind of training will I receive through ECPL?
As fellows of the institute, students will be supported by faculty mentors and complete one-and-a-half years of rigorous training that will prepare them to analyze policies, conduct cutting-edge research, and translate scientific findings into practice in the early childhood field. Students can expect to gain a working knowledge of early childhood development and the landscape of state, national, and international policies affecting children and families. Additionally, they will gain skill sets related to analyzing and designing policy, working with community partners and stakeholders, and providing leadership in the early childhood field. Fellows will develop into leaders in policy analysis, research, and translation to practice, paving the way to make sustainable, equitable change in the discipline.
What are the requirements I must complete to earn the certificate?
There are four components of the ECPL certificate that must be completed to earn the certificate. Students must:
- Take three courses from a list of approved courses. One course must be selected from each of the following three domains: science of early childhood development; policy development and evaluation; and leadership, advocacy, and partnerships. There is a list of courses that satisfy each domain offered through the Lynch School or School of Social Work. Both in-person and virtual course options are available under each domain. For more information on coursework, please see the program of study for this certificate.
- Participate in a monthly seminar, targeting key issues related to early childhood policy, research, practice, advocacy, and leadership.
- Complete a three-month paid summer internship in a local, national, or international setting to solidify skills in policy analysis, research, research translation, program development, or leadership in the early childhood field.
- Translate learning from the internship and certificate courses by completing a capstone project, such as a policy brief, academic paper, or policy analysis.
What is the cost?
The cost of this certificate is the cost of 9 credits for graduate work taken at the Lynch School of Education and Human Development or the School of Social Work. The 9 credits can be taken within the degree requirements of LSEHD and SSW as the certificate is already embedded within these degrees.
What kind of networks would this connect me with?
Participants of the Early Childhood Policy Leadership certification program will be connected to an extensive network of interdisciplinary BC faculty and community partners with a vested interest in early childhood policy. Additionally, the cohort training model this certificate employs provides students with the opportunity to build relationships with fellow students from diverse programs and departments who share their academic and professional interests.
What kind of career opportunities would students with this certificate be competitive for?
Completing the Early Childhood Policy Leadership certificate will prepare students with the credentials to be strong candidates for careers across policy, practice, and research contexts which have a focus on early childhood policy. These might include but are not limited to careers in local, state, and federal government agencies; nonprofits organizations and other NGOs; private research firms; and academia.
At a Glance
Our Community
These photos were taken on a recent IECP policy-training trip to Washington, D.C.
Institute Fellows
Curriculum & Application
Current Boston College graduate students enrolled in the Lynch School of Education and Human Development or the School of Social Work with a demonstrated interest in research, leadership, and policy related to the early childhood field are encouraged to apply for the certificate program.
Requirements
- Credits: 9
- Paid Internship
- Capstone
- Monthly Seminar
Explore how you can incorporate this certificate into your current graduate program:
Lynch School of Education
and Human Development
School of
Social Work
Meet Our Students
Emily Carroll
Masters in Social Work
Emily Carroll
Masters in Social Work
Emily Carroll is a second-year student in the clinical MSW program at the Boston College School of Social Work. Her interest in early childhood policy and leadership began as an undergrad in the Eliot-Pearson Department of Child Study and Human Development. As someone with a range of experiences working directly with children and families, Emily has come to understand the essential nature of thoughtful, equitable, and inclusive policy and became involved in the ECPL program as a way to gain a greater understanding of the current landscape of early childhood policy and research and where she can best contribute.
Elizabeth Dowgert
Masters in School Counseling
Elizabeth Dowgert
Masters in School Counseling
Elizabeth Dowgert is a recent graduate of the M.A. in School Counseling program offered by the Lynch School of Education and Human Development (LSEHD). Her interest in early childhood policy and leadership stems from her work as a graduate assistant with City Connects. In this role, Elizabeth has been able to draw upon her experiences as an early childhood educator and engage in work that supports the translation of evidence-based insights into policies that support best practices at scale and maximize the use of available state and federal funds. Elizabeth is participating in the ECPL certificate to gain knowledge and skills which can been combined with her graduate assistantship experience and with her master’s education as a foundation for continued engagement in work that aims to create equitable systems of comprehensive supports for families and children in early education and care settings in Massachusetts and across the country.
Fanwen Kong
Masters in Counseling Psychology
Fanwen Kong
Masters in Counseling Psychology
Fanwen Kong is a second-year student in the M.A. Counseling Psychology program offered by the Lynch School of Education and Human Development (LSEHD). She has had an interest in early childhood development since her undergraduate studies where she gained internship experiences in the U.S. child welfare system and child abuse prevention programming. Her work in this role drove her to pursue a field where she could address the unmet needs of children and families involved in, or at risk of becoming involved in, the child welfare system. Fanwen intends to go into practice working with children and families after graduation and hopes to be able to improve her practice based on her learning and experiences in the ECPL certificate program.
Allegra Passacantilli
Masters of Education in Curruriculum and Instruction
Allegra Passacantilli
Masters of Education in Curruriculum and Instruction
Allegra Passacantilli is in her second year of the M.Ed. in Curriculum and Instruction offered by the Lynch School of Education and Human Development (LSEHD) specializing in Early Childhood Education. Allegra has been fostering an interest in early childhood development since her undergraduate studies in developmental psychology at the University of British Columbia (UBC). Allegra has a depth of knowledge gained from her role as a research assistant working to understand early learning. She is passionate about UDL pedagogy and has joined the ECPL certificate program as a way to gain more experience and knowledge about early childhood policy which can inform and promote inclusion-based educational practices.
Catalina Rey Guerra
Doctoral Candidate in Applied Developmental & Educational Psychology
Catalina Rey Guerra
Doctoral Candidate in Applied Developmental & Educational Psychology
Catalina Rey Guerra is an advanced doctoral student in the Applied Developmental and Educational Psychology program offered by the Lynch School of Education and Human Development (LSEHD). During and after receiving her master’s degrees in public policy and economics, she has worked with several stakeholders in the public and private sectors to conduct research, policies, and programs aimed at supporting early childhood development. Currently, Catalina studies how gender stereotypes and norms across societies shape interactions between children and their caregivers which have the potential to shape learning opportunities that children encounter. Catalina is interested in leveraging her ECPL certificate experience to harness global data in collaboration with experts at the IECP and its community partners to inform policy and advocacy efforts aimed at addressing inequalities that hinder development and learning.
Caroline Santos Borges
Masters in International Higher Education
Caroline Santos Borges
Masters in International Higher Education
Caroline Santos Borges is in her second year of the M.A. in International Higher Education program offered by the Lynch School of Education and Human Development (LSEHD). Caroline received a B.S. in Law from the Federal University of Rio de Janeiro (UFRJ), where she completed a thesis on the topic of education quality which is the main education principle under the Brazilian Constitution. Her interest in early childhood policy developed from practice experiences teaching and mentoring children and youth, which led her to her current graduate studies. Caroline hopes to gain further research experience and the ability to build connections across her studies as a result of participation in the ECPL certificate program.
Jenna Terio
Masters in Social Work
Jenna Terio
Masters in Social Work
Jenna Terio is a second-year student in the macro MSW program at the Boston College School of Social Work. She has been building a foundation of knowledge in the early childhood field since her undergraduate studies in Child Study and Human Development at Tufts University. She has a passion for early childhood policy, social systems, and advocacy and hopes to pursue a career where she can work at a systems level to improve the laws and policies in place that directly impact youth and marginalized communities. Her work and educational experiences thus far have instilled in her an understanding of how policies and organizations impact the lives of children and their families and the ways in which socio-economic status, race, gender, location, health, and education intersect and intertwine. Jenna is pursuing the ECPL certificate in order to learn from and make connections with experts and leaders in the field.
Madison Tyler
Masters in Social Work
Madison Tyler
Masters in Social Work
Madison Tyler is a second-year student in the clinical MSW program at the Boston College School of Social Work. As an undergraduate student at Boston University, she studied psychology and sociology where she began to develop an understanding of childhood from both micro and macro perspectives and hone her skills as a researcher in several labs focused on human development. Madison hopes to practice social work in an elementary school setting and eventually leverage the experience she gains there in order to pursue an advanced degree in human development. She sees her participation in the ECPL program as an opportunity to both enhance the effectiveness of her clinical practice and build the professional and academic skills required for future graduate training.
Victoria Yordt
Masters of Education in Educational Leadership and Policy
Victoria Yordt
Masters of Education in Educational Leadership and Policy
Victoria Yordt is in her second year of the M.Ed. in Educational Leadership and Policy program offered by the Lynch School of Education and Human Development (LSEHD). Victoria has an interest in how arts integration in education can influence children’s social and emotional well-being, and after receiving a B.A. in International Affairs and Government/Law from Lafayette College, she developed a nonprofit organization called Artservatorey focused on bringing arts education into elementary schools and youth programs with the intention of helping students build confidence by developing communication skills, expanding empathy, and enhancing literacy. Victoria is participating in the ECPL certificate program in order to further her knowledge of early child development and its role in educational policy as well as to hone her research and advocacy skills.
“The goal of this training program is to develop a new field of leaders in research, policy, and practice.”
Apply
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Application & Deadlines
Personal Statement
A personal statement is to be uploaded to your online application form.
Please structure your personal statement in two sections, including a paragraph to address each of the following:
- Describe your interest in and prior experience in early childhood policy and leadership.
- What do you hope to gain from the ECPL certificate program, and how will this program support your educational and/or career goals? Describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.