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. California residents who are enrolled 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.
- 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
The B.A.-completion with teacher credential is only available to California residents.
Pacific Oaks College is accredited by the Western Association of Schools and Colleges (WASC).
FAQ'S for Teacher Credentialing Accreditation
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 practicum, including observation in various age groups, abilities, diversities; and ten (10) units of directed teaching. Fieldwork must be determined by Credentialing Coordinator.
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.
Integrated Thematic Instruction
This course focuses on the epistemologies, pedagogies, and learning theories that impact the development of an integrated Science, Social Studies, and Visual and Performing Arts curriculum unit. Topics in these content areas will be approached through hands-on learning, critical thinking, and using the community as a real-world text to design and implement effective learning experiences for diverse classroom environments. Students will also develop an understanding of the relationship between theory and practice by creating a thematic unit that demonstrates their ability to think creatively, plan instruction based on statewide standards, and utilize school and 208 community resources.
Social, emotional, and moral development in Early Childhood Education
This course will examine core concepts of social, emotional, and moral development, including attachment, temperament, personality, identity, and social competence. The works of such theorists as Erikson, Vygotsky, Bowlby, and Kohlberg will be critically analyzed, and students will be introduced to current research in the field of early childhood development.
Inquiry in Context
This course emphasizes the importance of observation, documentation, and assessment of children within the various contexts in which they exist. The course introduces the concept of inquiry as a professional stance, or a way of knowing and being in the world of Educational practice that informs 202 curriculum development, instruction, and assessment. The course focuses on methods of observation, documentation, and other strategies designed to appropriately assess, monitor, and plan experiences in early childhood. With an emphasis on understanding the influence of the Multiple contexts in which children construct meaning, students will also learn about authentic assessment, practitioner research, and emerging concepts that promote advocacy for children within larger social, political, and cultural contexts. Informed by observation and personal reflection, students will learn about the reciprocal nature of teaching and learning and how to create learning opportunities that are accessible to all students.