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 Elsie De La Rosa.

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

I would say my mom and my aunts, because they have a home childcare program. My mom started it when she was pregnant with me, so I was pretty much raised in an in-home childcare program setting along with many other kids. That’s why I chose to specialize in early childhood policy—I had a very personal connection to it.

My parents are immigrants from Mexico. Like many, they worked in the fields and warehouses, along with much of my mom’s family. I have fourteen aunts and uncles, and they all came to the States seeking a better life. They settled in Yakima, Washington, which has a large Latino community and an agricultural industry. My mom decided to become a childcare provider, and that helped us create a more stable life here.

She inspired me to work with kids. As a child, I didn’t always want to because our house was always full of kids, but I grew to enjoy it. I saw how much she supported them, especially those who were in our home for twelve or more hours a day while their parents worked heavy labor jobs. For many, my mom became like a second parent. She often went beyond what was required—buying clothes or helping families in need. Parents were always grateful for her support.

That experience made me curious: Why were parents working so much that they couldn’t be there for their kids? Why did some children have more opportunities than others? I was lucky that my parents could spend time with me, but not everyone had that privilege.

Another influence was the language barrier my mom faced as an immigrant. She didn’t speak or read much English, so she relied on me and my siblings to help translate documents, fill out reports, and handle licensing, permits, and certifications required for her childcare business. I often wondered: Why aren’t resources available in Spanish? Why should kids like us be the ones trying to figure out government paperwork? That experience sparked my interest not only in caring for children, but also in addressing policy.

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

I did my undergrad at UW in Early Childhood and Family Studies. Some of the professors I already knew carried over into my graduate studies. Dr. Soojin Oh Park and Dr. Gail Joseph were both my professors during undergrad, and Gail is also my boss, so she’s had a major impact on my studies and my life. My advisor, Dr. David Knight, has been really helpful in teaching us about research.

I also really enjoyed Dr. Meredith Honig, who taught Education Policy Implementation. She made the course engaging through group projects and discussions. She was a great teacher who made the material personal and fun, which helped me really absorb it.

Another highlight was traveling to Washington, DC. That was definitely one of my favorite parts of the program. We attended NAEYC’s Public Policy Forum and met people from across the country. I’m particularly interested in federal-level early learning policy, so being in DC, meeting representatives, and even being in the same room as Senator Murray was unbelievable.

Q: What’s been the most rewarding part of your graduate studies? 

With everything going on politically—budget cuts and policy changes—it’s unfortunate that education and childcare are often the first things to be cut, especially for low-income and marginalized communities. Being part of this program feels like being on the front lines of defending education and childcare.

It’s rewarding to gain connections with people who have the power to make change and to learn how to strengthen those connections. My internship at Children’s Alliance has also been impactful. They do state-level advocacy, meetings with representatives, and organizing trainings and events. Paired with the federal-level exposure in DC, it’s been rewarding to feel like I’m contributing, even as a student, to pushing back against injustice and advocating for accessible, affordable, high-quality childcare.

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

I have a particular interest in federal-level policy, but I also want to make a difference for everyone involved—directors, teachers, assistants, volunteers, parents, and children. That’s why I got into policy: it affects everyone.

I hope to change people’s understanding of early learning and show how much policy controls the work. Families and teachers each have unique experiences, but everyone wants kids to receive high-quality care. It takes a village, and I want to help people understand and respect early learning as a profession that deserves recognition and fair compensation.

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

Honestly, without the fellowship funding, I wouldn’t have been able to pursue this program. I didn’t even know the fellowship existed when I applied. I was prepared to decline because my FAFSA package was all loans. Finding out I had funding made it possible. Without it, I couldn’t have done this. But once I started, my classmates became a major source of support.

I work full-time, live outside of Seattle, and don’t have family nearby, so it could feel isolating. My classmates—many of whom also juggle jobs and families—made it manageable. Early learning doesn’t always get the same focus as K–12, so it was great to share experiences with others who understood my perspective. Over time, we became very close, supporting each other through challenges and even spending time together outside of class.

The professors’ flexibility also helped, especially being able to alternate between virtual and in-person weeks. That made it possible for students with full-time jobs or kids to succeed.

Q: Anything else you’d like to add? 

I want to emphasize the importance of sustaining this program, especially with so many budget cuts in education. Programs like this create space for students from underrepresented communities—people who might not otherwise have access to higher education due to financial barriers. Supporting those students ultimately benefits children, families, and society.

It’s also important to unify early learning and K–12 education. Historically, they’ve been treated as separate systems—K–12 seen as essential, while early learning has been viewed as optional or “just childcare.” That mindset has even caused divisions in funding and policy. I hope programs like this continue to elevate early learning as a respected profession and bring both fields together to better support children and families.