Early Childhood and Family Policy
Graduate Certificate
Online
Course Delivery
12
Total Credits
$610
Credit Hour
2 Years
Minimum Duration
Program Overview
Society and policymakers are becoming more and more focused on the importance of the early years and the need for quality services that are distributed equitably and sustainably over time. The online early childhood & family policy graduate certificate is geared for those who plan to work and support young children and their families. Courses are taught online n 8-week sessions.
Program Outcomes
Students develop essential policy skills and understand the interrelationship of early childhood and family policies from a range of systems including mental health, education, health care, family leave, child abuse and neglect, incarceration of parents, and minimum wage.
Career Outlook
This graduate certificate prepares you to be an advocate. It may also provide opportunities and experience to advance into leadership positions.
The curriculum provides real-world applications that can benefit people working in a variety of fields such as:
- Local, state, or federal Departments of Education or Health and Human Services
- State or federal education policy organizations
- Legislative/congressional offices
- Judicial offices
- Social service agencies with advocacy departments
- Non-governmental agencies for education, health, mental health, housing, and legal services
- International agencies
- Family advocacy programs
- School districts
- Educational or family policy think tanks
- Philanthropic foundations
A Top-Ranked Education
- 60th Best Public Universities in America — U.S. News & World Report, 2024
- 123rd Global University — U.S. News & World Report, 2024
Dr. Yuya Kiuchi
Director of IDEA's graduate programs
Course Information
History, Child Development, and Equity (3 credits)
Child development theory and research have had a profound influence on early childhood education and care (ECEC) policies, programs, and services in the United States and internationally. In eight weeks (three hours/week), this course provides an overview of the research on young children (birth to age five), demographics of this population, critical domains of development, significance of early brain development, and issues of inequality and disproportionality that deeply shape child outcomes. It attempts to explore what develops in the first years of life, why this period is so critical, what have been the central questions that have driven both research and policy, whether policies and research have helped to reduce inequality and advance equity, and what critical issues are still unanswered (or even unasked). The course familiarizes students with the cultural ideas, beliefs, values, and social purposes that have shaped and continue to influence children and families in the United States. Further, the course presents research from a range of disciplines (e.g., psychology, sociology, education, neuroscience, economics) to help students understand the complexity of developmental factors relevant to ECEC policy development and program design. The goals of the course are to help students understand the importance of early development, the critical need to develop ECEC policies grounded in research and practice, and the effectiveness and limitations of ECEC policies to address fundamental issues of inequality. Finally, the course is intended to enable students to place their own professional interests and concerns in a broader historical and educational context.
Examining Practices, Policies, and Key Issues (3 credits)
Child development theory and research have had a profound influence on early childhood education and care (ECEC) policies, programs, and services in the United States and internationally. In eight weeks (three hours/week), this course provides an overview of the research on young children (birth to age five), demographics of this population, critical domains of development, significance of early brain development, and issues of inequality and disproportionality that deeply shape child outcomes. It attempts to explore what develops in the first years of life, why this period is so critical, what have been the central questions that have driven both research and policy, whether policies and research have helped to reduce inequality and advance equity, and what critical issues are still unanswered (or even unasked). The course familiarizes students with the cultural ideas, beliefs, values, and social purposes that have shaped and continue to influence children and families in the United States. Further, the course presents research from a range of disciplines (e.g., psychology, sociology, education, neuroscience, economics) to help students understand the complexity of developmental factors relevant to ECEC policy development and program design. The goals of the course are to help students understand the importance of early development, the critical need to develop ECEC policies grounded in research and practice, and the effectiveness and limitations of ECEC policies to address fundamental issues of inequality. Finally, the course is intended to enable students to place their own professional interests and concerns in a broader historical and educational context.
Theory, Analysis, and Research (3 credits)
Policy research and analysis are key components in each stage of the policy cycle (agenda setting, policy formulation, policy adoption, policy implementation, policy evaluation, policy termination and policy change). Theory takes a prominent role in this course, as it provides the lens through which to understand the central questions, logics, and values that underpin how policy is understood and supported by analysts and researchers. Throughout the course, theories and policy tools will be applied to real-world examples, providing concrete opportunities to examine different, sometimes competing, analytic approaches and the contexts in which they are applied. To anchor our ability to compare/contrast theories and approaches, we will use a simplified policy analysis framework throughout the course to guide class discussions and to organize ideas (see course assignments for additional detail). The framework may ultimately also be useful for you to develop and refine your own, personalized situatedness in the broad field of policy analysis. This framework is guided by six key questions: 1. What is the problem that begs for a solution? What are the underlying assumptions behind this problem? 2. What indicators demonstrate the problem exists? 3. What is the rationale for government/policy intervention to address the problem? 4. Who are the key stakeholders related to the problem and the solution? 5. Who are the primary opponents to solving the problem this way? What alternative rationales/solutions might they recommend? 6. What evidence or measures of success would “prove” that the problem has been affected in the way the policy designers planned?
Policy, Leadership, and Policy Advocacy (3 credits)
Divided into four units, this course is designed to provide a foundational knowledge of the fundamentals of policy creation, design, and development, with an emphasis on those policies that impact ECEC. The course focuses on how policy is constructed and who and what influences that construction. Especially important, the course addresses the critical roles that communication, advocacy, and ethics play as policy evolves. More specifically, the course will address: (i) the multiple venues and processes for creating public policies; (ii) different types of public ECEC funding; (iii) federal, state, and local policy roles; (iv) considerations of ethics and leadership from public policy and ECEC perspectives; and (v) the development of policy advocacy communications skills. Throughout the course, you will recognize that the policy cycle depends on a network of complex interactions among people within government (i.e., elected officials and bureaucrats) and multiple outside influencers (e.g., advocates, foundations, think tanks, and voters).
Admissions Requirements
To be accepted to this program, you must have:
- A bachelor's degree
- Previous work experience preferred (Résumé/CV)
- A written personal statement detailing your professional interests and goals
- A written academic statement
- 3 letters of recommendation
- Official transcripts from all previous schools
- No GRE required
To apply to this program:
- Complete a university graduate application.
- Submit all admissions materials in the application portal.
- Request official transcripts to Michigan State University from all previous institutions.
Key Dates
Fall Semester
Application Deadline
June 1
Spring Semester
Application Deadline
October 1
Tuition & Fees
Per credit hour
In-State Tuition
Out-of-State Tuition
$610
$610
Cost of Attendance
The university reserves the right to make changes in the types, structures, rates for fees, and tuition. Every effort will be made to give as much advance notice as possible. In addition to tuition and fees, there are other expenses associated with your Cost of Attendance. A breakdown of a graduate student budget can be found here.Program Overview
Society and policymakers are becoming more and more focused on the importance of the early years and the need for quality services that are distributed equitably and sustainably over time. The online early childhood & family policy graduate certificate is geared for those who plan to work and support young children and their families. Courses are taught online n 8-week sessions.
Program Outcomes
Students develop essential policy skills and understand the interrelationship of early childhood and family policies from a range of systems including mental health, education, health care, family leave, child abuse and neglect, incarceration of parents, and minimum wage.
Career Outlook
This graduate certificate prepares you to be an advocate. It may also provide opportunities and experience to advance into leadership positions.
The curriculum provides real-world applications that can benefit people working in a variety of fields such as:
- Local, state, or federal Departments of Education or Health and Human Services
- State or federal education policy organizations
- Legislative/congressional offices
- Judicial offices
- Social service agencies with advocacy departments
- Non-governmental agencies for education, health, mental health, housing, and legal services
- International agencies
- Family advocacy programs
- School districts
- Educational or family policy think tanks
- Philanthropic foundations
A Top-Ranked Education
- 60th Best Public Universities in America — U.S. News & World Report, 2024
- 123rd Global University — U.S. News & World Report, 2024
Dr. Yuya Kiuchi
Director of IDEA's graduate programs
Course Information
History, Child Development, and Equity (3 credits)
Child development theory and research have had a profound influence on early childhood education and care (ECEC) policies, programs, and services in the United States and internationally. In eight weeks (three hours/week), this course provides an overview of the research on young children (birth to age five), demographics of this population, critical domains of development, significance of early brain development, and issues of inequality and disproportionality that deeply shape child outcomes. It attempts to explore what develops in the first years of life, why this period is so critical, what have been the central questions that have driven both research and policy, whether policies and research have helped to reduce inequality and advance equity, and what critical issues are still unanswered (or even unasked). The course familiarizes students with the cultural ideas, beliefs, values, and social purposes that have shaped and continue to influence children and families in the United States. Further, the course presents research from a range of disciplines (e.g., psychology, sociology, education, neuroscience, economics) to help students understand the complexity of developmental factors relevant to ECEC policy development and program design. The goals of the course are to help students understand the importance of early development, the critical need to develop ECEC policies grounded in research and practice, and the effectiveness and limitations of ECEC policies to address fundamental issues of inequality. Finally, the course is intended to enable students to place their own professional interests and concerns in a broader historical and educational context.
Examining Practices, Policies, and Key Issues (3 credits)
Child development theory and research have had a profound influence on early childhood education and care (ECEC) policies, programs, and services in the United States and internationally. In eight weeks (three hours/week), this course provides an overview of the research on young children (birth to age five), demographics of this population, critical domains of development, significance of early brain development, and issues of inequality and disproportionality that deeply shape child outcomes. It attempts to explore what develops in the first years of life, why this period is so critical, what have been the central questions that have driven both research and policy, whether policies and research have helped to reduce inequality and advance equity, and what critical issues are still unanswered (or even unasked). The course familiarizes students with the cultural ideas, beliefs, values, and social purposes that have shaped and continue to influence children and families in the United States. Further, the course presents research from a range of disciplines (e.g., psychology, sociology, education, neuroscience, economics) to help students understand the complexity of developmental factors relevant to ECEC policy development and program design. The goals of the course are to help students understand the importance of early development, the critical need to develop ECEC policies grounded in research and practice, and the effectiveness and limitations of ECEC policies to address fundamental issues of inequality. Finally, the course is intended to enable students to place their own professional interests and concerns in a broader historical and educational context.
Theory, Analysis, and Research (3 credits)
Policy research and analysis are key components in each stage of the policy cycle (agenda setting, policy formulation, policy adoption, policy implementation, policy evaluation, policy termination and policy change). Theory takes a prominent role in this course, as it provides the lens through which to understand the central questions, logics, and values that underpin how policy is understood and supported by analysts and researchers. Throughout the course, theories and policy tools will be applied to real-world examples, providing concrete opportunities to examine different, sometimes competing, analytic approaches and the contexts in which they are applied. To anchor our ability to compare/contrast theories and approaches, we will use a simplified policy analysis framework throughout the course to guide class discussions and to organize ideas (see course assignments for additional detail). The framework may ultimately also be useful for you to develop and refine your own, personalized situatedness in the broad field of policy analysis. This framework is guided by six key questions: 1. What is the problem that begs for a solution? What are the underlying assumptions behind this problem? 2. What indicators demonstrate the problem exists? 3. What is the rationale for government/policy intervention to address the problem? 4. Who are the key stakeholders related to the problem and the solution? 5. Who are the primary opponents to solving the problem this way? What alternative rationales/solutions might they recommend? 6. What evidence or measures of success would “prove” that the problem has been affected in the way the policy designers planned?
Policy, Leadership, and Policy Advocacy (3 credits)
Divided into four units, this course is designed to provide a foundational knowledge of the fundamentals of policy creation, design, and development, with an emphasis on those policies that impact ECEC. The course focuses on how policy is constructed and who and what influences that construction. Especially important, the course addresses the critical roles that communication, advocacy, and ethics play as policy evolves. More specifically, the course will address: (i) the multiple venues and processes for creating public policies; (ii) different types of public ECEC funding; (iii) federal, state, and local policy roles; (iv) considerations of ethics and leadership from public policy and ECEC perspectives; and (v) the development of policy advocacy communications skills. Throughout the course, you will recognize that the policy cycle depends on a network of complex interactions among people within government (i.e., elected officials and bureaucrats) and multiple outside influencers (e.g., advocates, foundations, think tanks, and voters).
Admissions Requirements
To be accepted to this program, you must have:
- A bachelor's degree
- Previous work experience preferred (Résumé/CV)
- A written personal statement detailing your professional interests and goals
- A written academic statement
- 3 letters of recommendation
- Official transcripts from all previous schools
- No GRE required
To apply to this program:
- Complete a university graduate application.
- Submit all admissions materials in the application portal.
- Request official transcripts to Michigan State University from all previous institutions.
Key Dates
Fall Semester
Application Deadline
June 1
Spring Semester
Application Deadline
October 1
Tuition & Fees
Per credit hour
In-State Tuition
Out-of-State Tuition
$610
$610
Cost of Attendance
The university reserves the right to make changes in the types, structures, rates for fees, and tuition. Every effort will be made to give as much advance notice as possible. In addition to tuition and fees, there are other expenses associated with your Cost of Attendance. A breakdown of a graduate student budget can be found here.The MSU Value Promise
You can be ensured a return on your investment at Michigan State University.
As one of the top research universities in the world, Michigan State University has advanced the common good with uncommon will for more than 160 years.
MSU pushes the boundaries of discovery and forges enduring partnerships to solve the most pressing global challenges while providing life-changing opportunities to a diverse and inclusive academic community.
MSU has been offering online degree programs for over 20 years. Our maturity is evident in the high quality of the learning experience enjoyed by our online students.
MSU provides programs and initiatives that support and enhance diversity. We will expand our campus and external partnerships to put in place inclusive recruitment and retention practices. We nurture and promote individuals’ varied experiences and perspectives, ensuring structures and processes make possible full participation by all members of our community.
MSU actively collaborates with campus and external partners to innovate across all dimensions of graduate education. We create and support networks that increase collaboration and improve educational opportunities for our online students.
MSU’s nationally recognized online programs foster student growth and well-being throughout their academic career. We will expand inclusive mentoring practices and accelerate improvement across units to implement evidence-based practices to ensure our students complete successfully.
Continuing education can be one of the most exciting, challenging, and rewarding experiences you undertake in your life. We hope you consider becoming a Spartan, to learn online and reach your career goals. With highly ranked online programs and exceptional professors, we educate students who advance the common good with uncommon will.