FAQ: Preschool Sequence
With a strong focus on challenging but appropriate content, the Core Knowledge Preschool Sequence provides the foundation for an effective early childhood program by specifying a cumulative and coherent progression of knowledge and skills in all developmental areas.
- How does the Preschool Sequence relate to the K-8 Sequence?
- How are the Preschool Sequence and Core Knowledge Language Arts (CKLA) Preschool program related?
- Is the Preschool Sequence developmentally appropriate?
- How does the Preschool Sequence relate to the Head Start Child Outcomes?
- Are preschool teachers expected to teach everything included in the Preschool Sequence?
How does the Preschool Sequence relate to the K-8 Sequence?
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 presents a coherent sequence of skills and knowledge building cumulatively year by year. The skills and knowledge specified in the Preschool Sequence provide a solid foundation for success in any kindergarten program and especially in content-rich kindergarten classes like those found in Core Knowledge schools. Back to top
How are the Preschool Sequence and Core Knowledge Language Arts (CKLA) Preschool program related?
Core Knowledge Language Arts Preschool (CKLA Preschool) is a comprehensive English Language Arts (ELA) program. It includes lessons and activities that address Preschool Sequence language and literacy skills in the context of rich content. CKLA Preschool is a great starting point for those wishing to implement a comprehensive curriculum based on the Preschool Sequence. For free downloadable modules and more information on CKLA Preschool, see the CKLA Resource Implementation Guide. Back to top
Is the Preschool Sequence developmentally appropriate?
The skills and content of the Preschool Sequence and the associated Teacher Handbook are based on research in developmentally appropriate practice in the education of young children. According to the National Association for the Education of Young Children (NAEYC), “developmentally appropriate practice (DAP) is a framework of principles and guidelines for best practice in the care and education of young children, birth through age 8. It is grounded both in the research on how young children develop and learn and in what is known about education effectiveness. The principles and guidelines outline practice that promotes young children’s optimal learning and development.” (For more information on Developmentally Appropriate Practice, visit the NAEYC website.) Throughout the Preschool Sequence and Teacher Handbook, a “DAP” icon is used to demonstrate where developmentally appropriate practices and content are advocated. Back to top
How does the Preschool Sequence relate to the Head Start Child Outcomes?
Goals and objectives specified in the Preschool Sequence very closely align to the Head Start Early Learning Outcomes Framework. Indeed, the initial development of the Head Start Child Outcomes was shaped in part by testimony from Dr. E.D. Hirsch, Jr., who was invited by the congressional committee charged with reauthorizing the Head Start Act. He provided testimony regarding the content and characteristics of an effective preschool education. To learn more, read about the Preschool Sequence alignment to the 2015 Head Start Early Learning Outcomes Framework. Back to top
Are preschool teachers expected to teach everything included in the Preschool Sequence?
The goal is to teach all of the Preschool Sequence. 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, a preschool might have neither the instrumental music selections nor art prints specified in the Music and Visual Arts sections of the Preschool Sequence, nor the financial resources to acquire all of these materials at the same time. During the first year, the school might decide to purchase materials needed to implement the Music component of the Preschool Sequence, while delaying purchase art materials until the next year of implementation. Back to top
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