Early childhood educational and developmental science have clear implications for policy across a variety of domains including: resilience and child well-being; the important role of play; the transition to kindergarten; early STEM; early childhood teacher education and preparation; quality prekindergarten programs; and infant and early childhood mental health (Ager, 2013; Bayat, 2015; Ferretti & Bub, 2017; Hostettler Scharer, 2017; Hurst et al., 2019; Melhuish & Gardiner, 2019; Montrosse-Moorhead et al., 2019; Nelson & Mann, 2011; Van Schagen Johnson et al., 2017; Yogman et al., 2018; Yoon & Larkin, 2018). Many early childhood advocacy and policy efforts are currently underway in the state of Ohio. In all these efforts, the goal is to provide a research-based approach for affecting policy through advocacy.