FAQ: Preschool Answers

How can you expect all children to learn the same material when all children are unique, and possess particular abilities, rates of development, interests, and learning styles? Shouldn't educational goals and content be individualized for each child on the basis of these individual differences?

In the past, some educators, often in their zeal to recognize and address individual learning needs, have made erroneous assumptions about the overall ability of some children to learn. The highly respected Carnegie Corporation addressed this issue in its report, Years of Promise: A Comprehensive Learning Strategy for America's Children (1996):

"This belief [in difference and uniqueness] is simply wrong. When it is applied to whole groups of children on the basis of language, race or ethnicity, it is not only wrong, it is racist. The fact is that differences among children predict little about what they will be able to achieve, when they have the right motivation, attention and support . Overcoming dangerous myths about children's aptitudes ... means expecting all children to master the same ambitious content while recognizing that individual children will progress by different routes and at different rates." 

The Preschool Sequence establishes high standards and expectations for all young children. Experienced, well-trained teachers understand that they must start "where each child is" and then move forward in a very intentional way with each child towards the achievement of these goals.  Children in Core Knowledge classrooms share the same educational goals, but teachers meet children where they are on the path to each goal.

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What about children whose native language is not standard English?

Considerable emphasis in the Core Knowledge Preschool Sequence and Teacher Handbook is placed on the development of everyday and academic language skills. There is increasing research-based evidence about the importance of oral language development during the preschool years, particularly on having an extensive, rich vocabulary. Research indicates strong oral language development results in future academic success in school. The Preschool Sequence has a unique guide to the "language of instruction" for young children. This strong emphasis on language is consistent with the importance of early language development for future learning.

It is especially important that those children who come to preschool with a native language other than standard English be offered the opportunity to learn and master the language competencies emphasized in the Preschool Sequence. Rich language experiences at the preschool level can significantly enhance a young child's chances for success as he enters kindergarten and more formal schooling. We also know that children are most capable of easily learning a second language when they are young. Of course, preschool teachers should recognize that children for whom English is not a native language may need even more attention in developing strong English language skills.  

For more information, see the "English Language Learners" chapter of the Preschool Sequence.

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Our preschool already has a "program." Why would we want to change what we are already doing?

Upon closer examination, many preschools that think they already have a "program" find that they do not, in fact, have a coherent, sequenced curriculum. In some cases, what they have is not a definite curriculum with specific goals for young children, but rather a general set of theoretical beliefs that focus on how children learn, not what they need to learn. In other cases, in an effort to pull from many different sources to put together their own "unique" program, schools end up with a hodge-podge that lacks coherence.

Other curricula provide developmentally appropriate goals and competencies, but no indication of the skills required to master each goal or competency. 

The specificity of the goals and objectives from each Core Knowledge domain allow for clearer definitions of the skills that comprise a competency, and thus more accurate assessment of a child’s capabilities and progress.

The Preschool Sequence identifies skill and knowledge competencies in all areas—Physical Well-Being and Motor Development, Social and Emotional Development, Approaches to Learning, Language Development, and Knowledge Acquisition, and Cognitive Development. By specifying definite expectations, the Preschool Sequence provides everyone—teachers, parents, and children—with a clear vision of where they are going. Knowing these definite goals allows teachers to provide experiences that will lead children towards their acquisition. Setting clear expectations and standards has repeatedly proven to be the most effective way of ensuring that all young children gain the knowledge and skills they need for future learning in school.

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How does the Preschool Sequence relate to the Sequence for K-8?

An underlying principle of Core Knowledge is that we acquire new knowledge by building on what we already know. Core Knowledge advocates a curriculum that is explicitly designed to present a coherent sequence of skills and knowledge that build cumulatively year by year. Thus, each level of the Sequence begins by extending and developing what has been learned at the previous levels. The skills and knowledge of the Preschool Sequence provide a solid foundation for the content that children will encounter in any kindergarten program. Those children who transition from a Core Knowledge preschool class to a content-rich kindergarten class, like the ones found in Core Knowledge programs, have the greatest advantage as far as future academic success.

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Is the Preschool Sequence a compensatory program only for disadvantaged or "at risk" children?

The Preschool Sequence will provide a solid foundation for future learning for all young children. Historically, it is true that disadvantaged children as a group have been frequently subjected to mediocre educational practice. The explicit specification of what is to be taught, as contained in the Preschool Sequence, safeguards all children against the likelihood of lower expectations and watered-down curricula. Research clearly documents the positive benefits of a preschool education guided by standards for all children, regardless of socioeconomic level and family background.

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How does the Preschool Sequence relate to the Head Start Child Outcomes?

Prior to the development of the Head Start Child Outcomes, Dr. E.D. Hirsch was invited to provide testimony regarding the content and characteristics of an effective preschool education to the Congressional committee charged with reauthorizing the Head Start Act. The testimony he provided was drawn largely from the Preschool Sequence and much of its content and language were eventually incorporated into the Head Start Child Outcomes. Suffice it to say, the Preschool Sequence is very closely aligned with the Child Outcomes.  

For more information, see the Head Start page of our website.

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How does the Preschool Sequence correlate with my own state's preschool standards?

At the time that the Preschool Sequence was first written, very few states had developed any standards for preschool. Some states have since begun to identify early childhood standards. A comparison of these state standards with the Preschool Sequence reveals that the goals and objectives of the Preschool Sequence are generally more comprehensive and specific than the state standards. We have completed alignments of the Preschool Sequence with the standards from a number of states. 

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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?

Our understanding of the early reading process has dramatically increased in recent years thanks to greater awareness of reading research. [See Beginning to Read: Thinking and Learning about Print — a Summary by Marilyn Jager Adams (1990), Preventing Reading Difficulties by the National Research Council (1998), and Eager to Learn by the National Research Council (2001).] We now know that early reading facility is influenced and enhanced by competency in a number of skills, one of which is recognition of the alphabetic code, that is, the identification of letters. Learning letter names is indeed an important prerequisite to reading readiness.

We also now know that other skills, in addition to knowing letter names, are important. Among these skills is "phonological awareness," the ability to listen to spoken language and discriminate sounds, breaking words apart into sounds and then putting them back together. Print awareness is also important—knowing how and why print is used, what a letter or word is, and so on. Developing an understanding of story schema—understanding that a story has different characters, a setting, and a beginning, middle and end—also plays a role in beginning reading development.

This new understanding of the reading process has helped us recognize that many preliminary pre-reading skills must come together before a child can successfully tackle the complex task of reading. Those interested in even greater accountability, in terms of measuring the effectiveness of the curriculum, may also want to consider the use of standardized tests. Several research initiatives are currently looking at the effect of the Preschool Sequence on student achievement, both in preschool and through the early elementary grades, using both the Core Knowledge Preschool Assessment Tool (CK-PAT) and standardized tests. Preliminary results are very promising.

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Are preschool teachers expected to teach everything that is included in the Preschool Sequence?

The goal is to teach all of the Preschool Sequence. But during the first year or two of implementation, teachers may need to phase in the various components of the Preschool Sequence to accommodate their own needs for professional development, as well as the acquisition and development of resources. For example, perhaps a particular preschool presently has neither the instrumental musical selections nor art prints specified in the Music and Visual Arts sections of the Preschool Sequence, nor the financial resources to purchase all of these materials at the same time. A decision might be made to purchase the musical materials during the first year and fully implement the Music component of the Preschool Sequence, while delaying purchase of the art prints until the coming year. The particular visual arts competencies that focus on specific works of art would then be phased in during the second year of implementation.

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What kind of preschool settings can use the Preschool Sequence? What about half day programs?

The Preschool Sequence may be used to guide the planning and provision of experiences and activities for young children in a variety of settings, including public and private preschool or pre-kindergarten programs, center- or home-based day care programs, Head Start, etc. The single most important factor to consider in deciding whether or not to implement the Preschool Sequence is whether there is a commitment by those who will use and oversee the program to study, support, and integrate it fully into the daily classroom activities. In many instances, this requires a long-term commitment of 2–3 years before the program is fully implemented.

As far as full vs. half day programs, the Preschool Sequence has been used effectively in both. Despite the nominal distinction between full day and half day programs, full day programs often do not have significantly greater time—in terms of instructional time—than many half-day programs when one begins to add up the time allocated for lunch, nap, and so on. So, both full and half day programs can use the Preschool Sequence effectively. It is important that, regardless of the hours of operation, a minimum of 2 ½ hours daily be available for productive instructional interaction with the children.

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The Preschool Sequence is divided into two levels: Level I for three- and four-year-olds and Level II for four- and 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?

Given the Core Knowledge premise that each subsequent year's skills and knowledge build upon those acquired previously, certainly the ideal situation is one in which 4–5 year old children have already participated in experiences and activities that have led to the acquisition of the knowledge and competencies specified in Level I of the Preschool Sequence. In reality, that may or may not be the case for the particular children in your class. However, the notion of simply waiting until children become ready is outdated and potentially counterproductive. Children develop and achieve readiness based on the opportunities and experiences with which they are presented. 

As a preschool teacher, you have to start somewhere. If you do have just a single year preschool program with 4–5 year old children, we suggest that you still start with the Level II competencies within each area of the Preschool Sequence. Carefully monitor the children's progress. If individuals or groups of children have difficulty, check the related competencies in Level I of the Preschool Sequence and recognize that you may need to back up and provide missing prior experiences. 

For example, perhaps you are playing a game that involves catching a large ball, a Level II competency from the "Movement and Coordination" section of the Preschool Sequence. If some children experience difficulty, frequently dropping the ball, you may want to look at the analogous Level I competency in "Movement & Coordination" and then give these children the opportunity to play their own game using a beanbag, instead of a ball.

Keep in mind, however, that this does not necessarily mean that these same children will always need to drop back to the Level I competencies in all areas of the Preschool Sequence; perhaps some of these same children have had rich experiences with nursery rhymes, poems, and so on and are ready to start out immediately with the Level II competencies in that area.

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What role does assessment play in a Core Knowledge preschool program? How can I assess the progress of my students relative to the competencies and knowledge specified in the Preschool Sequence?

Assessment of each student's progress is an indispensable part of effective teaching. Such assessment is an ongoing process, often conducted within the context of daily experiences and activities. This form of assessment may be carried out using such teacher tools as directed observation, checklists, work sampling, portfolios, and selected activity probes. It is reliable and valid only when two key considerations are clearly specified: what is being assessed in terms of children's work, and what are the criteria used to determine satisfactory or unsatisfactory performance? The specificity of the competencies of the Preschool Sequence facilitates systematic and deliberate use of assessment devices to monitor each child's progress. Teachers are encouraged to use the Preschool Sequence to guide their observations and collections of student work, as well as to develop activity probes as needed to assess mastery. 

We have recently introduced a new resource for teachers - the Core Knowledge Preschool Assessment Tool (CK-PAT). The CK-PAT provides explicit assessment suggestions and criteria for evaluating the goals and objectives of the Preschool Sequence. It includes a software management program that allows you to track the progress of each student in your class, as well as your class as a whole, over the course of the year. Once you enter the specified data for your students, the CK-PAT automatically generates a variety of reports and graphs to assist you in planning instruction for each student, creating small groups to make instruction more efficient, and so on.

For larger preschool programs, the CK-PAT also allows administrators to look at student performance across classrooms to examine the overall effectiveness of the Preschool Sequence. Those interested in even greater accountability, in terms of measuring the effectiveness of the curriculum, may also want to consider the use of standardized tests. Several research initiatives are currently looking at the effect of the Preschool Sequence on student achievement, both in preschool and through the early elementary grades, using both the CK-PAT and standardized tests. Preliminary results are very promising.

The CK-PAT meets all accountability criteria required by Head Start, insofar as documenting student progress.

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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?

Effective, experienced teachers understand that there is a wide-ranging continuum of teaching strategies from which they may choose at any given time. Sometimes it may be most effective and appropriate to present a concept or skill in a small group, planned and directed by the teacher. Alternatively, children also learn many skills and knowledge while playing in centers.

For any teacher, the goal is to help each child progress to increasing skill, mastery, and autonomy in performing the Preschool Sequence competencies—to provide challenging, but not frustrating, learning experiences. The preschool professional development offered by the Core Knowledge Foundation introduces teachers to a variety of different strategies and materials that can be used to help children learn the knowledge and skills specified in the Preschool Sequence.

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Doesn't a curriculum such as Core Knowledge, which specifies what is to be taught at the preschool and each subsequent grade level, limit the creativity of teachers?

Like educational policy and practice in most developed nations, such as France, Germany, and Japan, Core Knowledge does identify specific standards, or what is to be taught, at each grade level. Certain knowledge and skills are deemed so important that they are specified in the Preschool Sequence.

It is important to make a distinction, however, between specifying what is to be taught at a particular grade level and specifying how it is to be taught. Teachers at Core Knowledge schools report that the curricular guidelines that specify what is to be taught are not restricting, but liberating and empowering. Given a baseline of what to teach, teachers are free to devote their creative energies to developing innovative, stimulating lessons that use a wide variety of teaching approaches.

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I'm interested in having my preschool consider implementing the Preschool Sequence. What's next?

Begin by becoming familiar with all sections of the Preschool Sequence and by taking time to watch the Preschool DVD. Share copies of the Preschool Sequence with other members of your school—administrators, teachers, and parents—and set aside time to compare the Preschool Sequence with what you are already doing, as well as with existing state or local guidelines for preschoolers. It is important to take time to answer questions and build understanding among members of your school community, so that there can be a shared effort to support Core Knowledge; as noted earlier, successful implementation requires a genuine commitment of time and interest. If your conversations lead to a consensus—"We want to implement the Preschool Sequence"—then it's time to move on to more in-depth planning. We strongly recommend that schools who are interested in implementing the Preschool Sequence take advantage of the professional development offered by the Foundation. The Getting Started training module is especially important to get off to a good start.

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Is there any way to network with other Core Knowledge preschool teachers?

There are several ways that Core Knowledge preschool teachers can network with one another. Formal and informal opportunities for just such purposes are provided annually at the National Core Knowledge Conference, as well as the Preschool Institutes that take place througout the year. Check the Core Knowledge event calendar for further information on these events.

We also invite you to stay connected by reading our blog, joining one of our interest forums, subscribing to our newsletters, or following us on-line at Facebook and Twitter.

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