Pacific Oaks' B.A. in Early Childhood Education is designed to equip graduates with the skills and teaching methodology they need to create and implement optimal learning environments for children birth through age eight. Students in the B.A. program may also choose to complete specific elective coursework and specialized practica to also meet the course requirements for the California Preliminary Multiple Subject (MSEL) Teaching Credential.
As actively engaged participants, students will learn strategies for facilitating each child's cognitive development and nurturing the emergence of abilities in language, motor skills, psychosocial learning, and problem solving. Grounded in the principles of diversity and inclusion, the program prepares students to tailor learning experiences to the cultural needs of all children and to model an appreciation of individual differences that values and reinforces what each child and family has to offer.
- To transfer into the B.A. program, students must have a minimum of 60 credits from a regionally accredited 2- or 4-year college or university. Students may petition to have a maximum of 15 additional credits accepted for transfer if they are in related disciplines.
- Pacific Oaks' Credit for Learning from Experience option allows students in this program to accelerate their progress toward a bachelor's degree and entry into a master's program by earning undergraduate credit for experience they have gained in the workplace.
- Students pursuing the on-ground course of study may also have the opportunity to enroll in online courses.
- Coursework qualifies students for the California Preliminary Multiple Subject (MSEL) Teaching Credential.
Pacific Oaks College is accredited by the Western Association of Schools and Colleges (WASC).
California Preliminary Multiple Subject (MSEL) Teaching Credential
The California Preliminary Multiple Subject (MSEL) Teaching Credential qualifies candidates to teach in K-12 multiple subjects in self-contained classrooms.
The program requires three (3) units of fieldwork, including observation in various early childhood education settings; and six (6) units of supervised practicum experience.
Completion of an associate's degree or a minimum of 60 semester credits with a grade of "C" or higher from a college or university accredited by regional commissions.
Applicants may also take CLEP (College Level Exam Program) tests to acquire credits. A maximum of 30 credits may transfer.
English Learner Methodologies in a Diverse Classroom
Focuses on the historical, theoretical, and practical aspects of English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) in early childhood education. Students will explore language, literacy, and content acquisition for English learners through readings, discussions, activities, reflection, and classroom observations. The unique needs of children with special needs will be addressed throughout the course. Key topics include primary and second language acquisition, the role of language in learning, SDAIE strategies, lesson planning, inclusion, student assessment, differentiation of instruction, enrichment versus deficit models of schooling, and analysis of classroom discourse.
Integrating the Curriculum: Science, Social Studies, and the Arts
Explore the concept of using science, social studies, and the visual and performing arts as a frame for the rest of the curriculum. Topics in social studies and science will be approached through hands-on learning, critical thinking, and using the community as a real-world text. Students will be introduced to state frameworks and standards and will have opportunities to examine standard texts, curricula and materials used in early childhood education. Emphasis will be placed on the inclusion of English language learners and children with special needs, and students will analyze the impact of biases and misconceptions on children's learning.
Family, School, and Community in Early Childhood Education
Examines the requisite knowledge and skills for successfully establishing, supporting, and maintaining respectful collaborative relationships between today's diverse families, schools/centers, and community resources. Students will also be introduced to inclusive programs for children and schools that serve young children with and without special needs.