CKLA Preschool Kits
CKLA Preschool Classroom Kits and accompanying Student Activity Books are now available for purchase from Amplify Learning. Order yours today! More…
The Core Knowledge Preschool Sequence and Teacher Handbook leverages research about how children learn to guide preschool programs in stimulating children's cognitive development. More…
FAQ: The Preschool Sequence
With a strong focus on challenging but appropriate content, the Core Knowledge Preschool Sequence and Teacher Handbook is unique among early childhood programs. It outlines a comprehensive and coherent progression of knowledge and skills in all developmental areas and integrates developmentally appropriate practices for both content and instruction.
The Preschool Sequence is used in over 2,500 classrooms across the country.
For more information on the Core Knowledge preschool program, please see the frequently asked questions below:
How can you expect all children to learn the same material when all children are unique, and possess particular abilities, rates of development, and interests? Shouldn't educational goals and content be individualized for each child on the basis of these individual differences?
Everybody is talking about preschoolers' lack of readiness for academic activities when they enter kindergarten, especially in the area of reading. I'm confused — some people say that preschoolers should not be forced to learn letters and others say that the most important way to prepare children to read is to teach them the names of all the letters of the alphabet. Who's right? Does the Preschool Sequence specify that all preschoolers be able to identify all the letters of the alphabet by name?
The Preschool Sequence is divided into two levels: Level I for three/four year-olds and Level II for four/five year-olds. Our school has only one year of preschool, made up of four year-olds who will go on to kindergarten the following year. Where should we start, Level I or II? What if some children are not ready for Level II? Should we wait until they are ready?
Does the explicit specification of skills and competencies in the Preschool Sequence mean that a teacher-directed approach to instruction is best? What about discovery learning and child-initiated activities?