B.A. Early Childhood Education, Preliminary Multiple Subject Credential

Program Description

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


POC:Pasadena, CAPOC:Online




Total Credits



The California Preliminary Multiple Subject (MSEL) Teaching Credential qualifies candidates to teach in K-12 multiple subjects in self-contained classrooms.

Fieldwork Requirements

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.

Sample Courses

Language & Literacy in a Diverse Classroom

This three-unit course focuses on the historical, theoretical, and practical aspects of teaching reading, writing, speaking, and listening to K to 12th grade students in a diverse classroom that consists on a full range of learners. Emphasis is on incorporating state Frameworks and Standards into both general and special education programs that also draws on children’s real-life experiences and knowledge about language. In a language environment that parallels that of a dynamic elementary school classroom, candidates will explore reading and language arts through readings, discussions, activities, observations, and reflection. The unique needs of English language learners and students with special needs will be addressed through learning how to organize and manage differentiated reading instruction. Key topics include the reading process, phonemic awareness and phonics, elements of a balanced reading program including guided reading and the writing process, lesson planning, inclusion, student assessments, children’s literature, enrichment versus deficit models of schooling, and analysis of classroom discourse. Candidates will become skillful at implementing curriculum, instruction, assessment, and management strategies that relate to integrating reading and language arts across the content areas.

Language & Literacy in a Diverse Classroom

This course focuses on the theoretical and practical aspects of teaching mathematics to students in a diverse classroom. In keeping with the cognitive theories of Piaget, Vygotsky, brain research, and Gardner, emphasis will be placed on the implications of a constructivist theory in terms of the role of the teacher, the classroom environment and student learning. Candidates learn how to actively apply cognitive theoretical content to the development of mathematics skills such as number and number relations, fractions, algebra, statistics and probability. The unique needs of English learners and children with special needs are addressed throughout the course. This course uses the CTC standards for the teaching and learning of mathematics (Math A to F) as a framework for creating developmentally appropriate, mathematics curriculum.

POC:Pasadena, CAPOC:Online