In Fall 2024, the University of Washington College of Education launched a new specialization in Early Childhood Policy within its Educational Foundations, Leadership and Policy (EDFLP) Master’s of Education program. This program responds to a growing need for leaders who understand the complexities of early learning systems and are equipped to advocate for equitable, sustainable change. The inaugural cohort of students, all recipients of the Early Childhood Policy Fellowship, bring diverse lived experiences and deep commitments to educational justice. In this spotlight, we introduce Rebecca Campbell.

Q: What inspired you to pursue a specialization in early childhood policy? 

RC: I’ve worked in the early childhood field for ten years in a variety of settings. Most recently as a nanny, but before that in early childhood centers, both corporate-owned and individually owned. I’ve been on the ground seeing what it’s like for educators, families, and children. I started noticing the same problems popping up over and over. As much as I loved working directly with children and building those relationships, I wanted to have an impact at a higher level and make things better, not just for the one or two children in my care, but for all children. 

Q: What aspects of the program (courses, instructors, or other experiences) stood out as especially impactful?   

RC: The most impactful experiences have been the opportunities to travel as part of the course. Through a class with Dr. Gail Joseph, we traveled to Washington, DC in the winter quarter to attend NAEYC’s Public Policy Forum. We met with our legislators on the Hill, including Senator Patty Murray, and some of us also met with our congressional representatives. 

Just a few weeks ago in July, we traveled again with Dr. Joseph’s course on federal education policy. We took a class with the Government Affairs Institute at Georgetown University on how Congress works and how bills become law. We learned how policy is made and how advocacy from independent groups plays a role. It was incredible to see the process firsthand. Academia can get very theoretical, so being able to see how policy gets put into practice was incredibly impactful. 

The summer trip was also meaningful because it included people from our cohort as well as students from other universities. Meeting others in the field, hearing about their experiences, and connecting with students from the upcoming UW cohort was great.  

Q: What has been most rewarding about focusing your graduate studies on early childhood policy? 

RC: Meeting and collaborating with other people in the field who are as passionate and driven as I am. I’ve worked as a nanny—I still do part time while I’m in school. I switched from center-based childcare to nannying in 2020 because of the pandemic, and I’ve been nannying for five years. It’s rewarding to work with one or two children at a time and build that relationship, but at the beginning of the pandemic it was also very isolating. It was just me, the parents, and the child. I didn’t have coworkers, and I really missed that. 

Coming into this program and being able to meet and collaborate with other people has been so rewarding. Policy doesn’t happen in a vacuum. Nothing in policy gets done individually—it’s all collaboration. Meeting colleagues in the field and building those relationships has been incredibly valuable. 

Q: How do you hope to make a difference in the early childhood landscape? 

RC: I hope to use my degree to pursue a career in advocacy. That’s where my talents and passions are best suited. I’ve focused on early childhood education workers and the workforce, especially around wages and compensation. To me, that’s at the root of many problems: high turnover and qualified people leaving the field because they simply cannot afford to stay. We know turnover negatively impacts the quality of education, because at a young age so much depends on stable, trusting relationships with caregivers. 

I want to go into advocacy, likely in the nonprofit space, and work alongside people who have been doing this for a long time. I hope to add my voice to theirs to improve wages and conditions for workers in the field. 

Q: Reflect on what made it possible for you to pursue this program. What support helped you say yes? 

RC: I was already in the process of applying to Educational Policy, Organization and Leadership program before I learned that the Early Childhood Policy specialization was being trialed. That was exciting, because I had planned to create my own early childhood focus if I could. Having that specialization available was very appealing. 

On a practical level, the fellowship our cohort received for full tuition made this possible. I don’t know if I would have been able to do the program without it. It allowed me to pursue the degree without the constant stress of funding. 

I looked at other education policy programs, but ultimately the work being done by UW professors was most appealing. Dr. Soojin Oh Park’s research on bilingualism in early childhood and Dr. Gail Joseph’s work were especially compelling. The idea of being part of the program from the beginning and helping shape what it looks like in the future was very exciting. I hope it continues to grow every year and opens more opportunities, because there’s so much interest in this space. It’s a great program that can do great things. 

Q: Is there anything else you’d like to share about the program or yourself? 

RC: I am incredibly grateful for all the work that went into creating this program, securing funding, and making the fellowship possible. Everyone in the College of Education who has worked to make this program happen and devoted time and space to early childhood deserves recognition. Even within larger education spaces, early childhood is not always regarded as its own field with educational value. Everyone at UW who has worked to bring us in and value us as academics and educators in our own right—I’m incredibly grateful for their work.