Core Knowledge Preschool FAQ

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Frequently Asked Questions

What is "Core Knowledge?"
I've heard people say that the Core Knowledge curriculum is elitist and not multicultural. A textbook from my "Educational Theory" class in college compares and contrasts Core Knowledge with "progressivism" and says that Core Knowledge is a very conservative approach. Is this true?
Is the Core Knowledge Preschool Sequence developmentally appropriate?
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?
What about children whose native language is not standard English?
Our preschool already has a "program." Why would we want to change what we are already doing?
How does the Core Knowledge Preschool Sequence relate to the Core Knowledge Sequence, K-8?
Is the Core Knowledge Preschool Sequence a compensatory program only for disadvantaged or "at risk" children?
How does the Core Knowledge Preschool Sequence relate to the Head Start Child Outcomes?
How does the Core Knowledge Preschool Sequence correlate with my own state's preschool standards?
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 Core Knowledge Preschool Sequence specify that all preschoolers be able to identify all the letters of the alphabet by name?
Are preschool teachers expected to teach everything that is included in the Core Knowledge Preschool Sequence?
What kind of preschool settings can use the Core Knowledge Preschool Sequence? What about half day programs?
The Core Knowledge 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?
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 Core Knowledge Preschool Sequence?
Does the explicit specification of skills and competencies in the Core Knowledge Preschool Sequence mean that a teacher-directed approach to instruction is best? What about discovery learning and child-initiated activities?
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?
What is the Core Knowledge Foundation and what resources or services can it provide?
Does the Core Knowledge Foundation make money from my use of Core Knowledge?
I'm interested in having my preschool consider implementing the Core Knowledge Preschool Sequence. What's next?
How much does it cost to implement the Core Knowledge preschool program?
Is there any way to network with other Core Knowledge preschool teachers?

What is "Core Knowledge?": The "Core Knowledge" movement is an educational reform based on the premise that a grade-by-grade core of common learning is necessary to ensure a sound and fair elementary education. The movement was started by Dr. E.D. Hirsch, Jr., author of Cultural Literacy and The Schools We Need, and is based on a large body of research in cognitive psychology and comparative research on the world's fairest and most effective school systems. Dr. Hirsch has argued that for the sake of academic excellence, greater fairness, and higher literacy, early schooling should provide a solid, specific, sequenced, and shared core curriculum in order to help children establish a strong language and knowledge base. After wide consultation, the content of this core curriculum has been outlined in grade-by-grade guides - the Core Knowledge Preschool Sequence and the Core Knowledge Sequence, K-8 - that state explicitly the knowledge to be presented at each level. Currently, hundreds of schools and thousands of dedicated educators are participating in this school reform movement throughout the United States.
I've heard people say that the Core Knowledge curriculum is elitist and not multicultural. A textbook from my "Educational Theory" class in college compares and contrasts Core Knowledge with "progressivism" and says that Core Knowledge is a very conservative approach. Is this true?: Such characterizations of Core Knowledge are misleading. While Core Knowledge is indeed very different from the educational philosophy known as "progressivism," we must be very careful not to equate progressive education with "liberalism" and a Core Knowledge education with "conservatism." The Core Knowledge curriculum is grounded in the belief that everyone is entitled to a strong liberal arts education. The notion that Core Knowledge is elitist is simply inaccurate. A central motivation behind the Core Knowledge initiative is, in fact, anti-elitist. In quest of greater social equity, the goal is to guarantee that all Americans have equal access to knowledge necessary for higher literacy and learning. Such knowledge is currently possessed only by the educated elite—and that's the problem. Our aim is to make that knowledge available to all through the institution available to all: universal public schooling.; Those who charge that the Core Knowledge curriculum is not multicultural are either not familiar with the curriculum or are misrepresenting it. If we truly want our children to know about and appreciate many cultures, then we need to teach explicitly and specifically about different cultures, and teach them in a way that broadens children's perspective on the world and its diversity. The Core Knowledge curriculum does just this. Beginning in preschool, children are exposed to literature, art, and music selections from many cultures. Likewise, history instruction introduces children systematically to cultures, races, and religions throughout the world. We strongly recommend that anyone who has a question or doubt about whether Core Knowledge represents a multicultural perspective obtain a copy of the Core Knowledge Preschool Sequence and the Core Knowledge Sequence, K-8, examine the curriculum, and judge for him or herself.
Is the Core Knowledge Preschool Sequence developmentally appropriate?: Over the past 15 years, the terms "developmentally appropriate" and "developmentally appropriate practice" have been used by different people to mean many different things. In the mid-'80s and early-'90s, these terms were often synonymous with the exclusion of any pre-academic instruction, such as the teaching of phonological awareness or letter knowledge, in preschool settings. In 1997, the National Association for the Education of Young Children (NAEYC), which originally coined these terms, issued a new position statement, modifying the definition of developmentally appropriate practice to bring it in line with current research on how young children learn. Since then, the NAEYC leadership has worked diligently to disseminate not only this revised position statement on developmentally appropriate practice, but also specific recommendations regarding effective preschool early literacy and math practices. Despite the efforts of NAEYC and despite the ever-increasing research-based support for a content-rich preschool curriculum, especially for poor children, there are still, unfortunately, many educators who cling to the outdated notion that developmentally appropriate practice means not teaching pre-academics to young children. One must therefore be cautious in interpreting the use of this term — different individuals often use it to mean different things.; What we can say with confidence is that the Core Knowledge Preschool Sequence is consistent with the current position advocated by the NAEYC leadership. It is modeled on programs and practices that have been empirically validated with millions of young children elsewhere in the world. For example, in France , where public preschool programs have been available to all young children for over the past 100 years, standards similar to those developed by Core Knowledge are offered to all preschoolers. These standards have resulted in increased readiness and improved achievement of all children, as well as a reduction in the achievement gap between poor children and middle to upper income children. Preliminary research findings regarding the achievement of children who have participated in Core Knowledge Preschool programs here in the United States are also very promising. In short, certain knowledge and experiences are so important to every child's social, emotional, cognitive, physical, and academic development that they warrant explicit specification and intervention to ensure that they are a part of every child's preschool years.
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 Core Knowledge 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.
What about children whose native language is not standard English?: Considerable emphasis in the Core Knowledge Preschool Sequence 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 Core Knowledge 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.
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.; The Core Knowledge 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 & Cognitive Development. By specifying definite expectations, the Core Knowledge 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.
How does the Core Knowledge Preschool Sequence relate to the Core Knowledge Sequence, 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 Core Knowledge 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.
Is the Core Knowledge Preschool Sequence a compensatory program only for disadvantaged or "at risk" children?: Absolutely not! The Core Knowledge 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.
How does the Core Knowledge 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 Core Knowledge Preschool Sequence and much of its content and language were eventually incorporated into the Head Start Child Outcomes. Suffice it to say, that the Preschool Sequence is very closely aligned with the Child Outcomes.
How does the Core Knowledge 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 correlations of the Preschool Sequence with the standards from a number of states; please contact the Core Knowledge Foundation for further information.
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 Core Knowledge 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 something called "phonological or phonemic 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 structure of 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 Preschool curriculum. 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 Core Knowledge Preschool curriculum 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.
Are preschool teachers expected to teach everything that is included in the Core Knowledge 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 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 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.
What kind of preschool settings can use the Core Knowledge Preschool Sequence? What about half day programs?: The Core Knowledge 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 Core Knowledge 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.
The Core Knowledge 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?: 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-olds, 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 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 & Coordination" section of the 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 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 this area.
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 Core Knowledge 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 Core Knowledge 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, also known as the 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 determine the overall effectiveness of the Core Knowledge Preschool curriculum. 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 Core Knowledge Preschool curriculum 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.
Does the explicit specification of skills and competencies in the Core Knowledge 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 Core Knowledge 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.
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.
What is the Core Knowledge Foundation and what resources or services can it provide?: The Core Knowledge Foundation is an independent, nonprofit, and nonpartisan organization founded in 1986 by Dr. E. D. Hirsch, Jr. Dr. Hirsch receives no remuneration from the Foundation or from the book royalties it generates. The Foundation staff conducts research on curricula; develops books and other materials for students, parents, and teachers; and serves as a training and communications hub for schools using Core Knowledge.; We offer a wide variety of publications, including introductory general information packets about Core Knowledge. The Core Knowledge Preschool Sequence, as well as the Core Knowledge Sequence, K-8, and other publications can be ordered directly from the Foundation.; The Core Knowledge Foundation also offers a variety of staff development workshops to help ensure successful implementation of the Core Knowledge program in your school. We will be happy to plan a complete training program to meet your school's particular needs. We can also put you in touch with experienced people at Core Knowledge schools. Please call the Foundation for further information about becoming a Core Knowledge school.; We hold an annual national conference that provides many opportunities for idea-sharing and extended networking. Check our homepage or call the Foundation for information about dates and location.
Does the Core Knowledge Foundation make money from my use of Core Knowledge?: The Core Knowledge Foundation is a nonprofit organization. All proceeds from the sale of books or from training go back into the Foundation.
I'm interested in having my preschool consider implementing the Core Knowledge Preschool Sequence. What's next?: Begin by becoming familiar with all sections of the Core Knowledge Preschool Sequence and by taking time to watch the Preschool video. Share copies of the Preschool Sequence with other members of your school — administrators, teachers, and parents — and set aside time to compare the Core Knowledge 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 Core Knowledge 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 Core Knowledge 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.
How much does it cost to implement the Core Knowledge preschool program?: Each preschool teacher implementing Core Knowledge will need a copy of the Preschool Sequence ($35.) One copy of the CK-PAT ($89.99), per preschool center, is also highly recommended.; Beyond that, costs will vary, depending upon the books and materials already in the preschool class. As a point of reference, if a classroom started out with no books or educational materials, it would cost approximately $6,000 to purchase all of the recommended Core Knowledge related books and materials. (This does not include preschool "basics," like furniture, blocks, housekeeping props, etc.); Costs for implementation will also vary depending upon the extent of professional development needed by the teachers. We highly recommend that all teachers interested in implementing Core Knowledge participate in at least the "Getting Started" training. Most teachers will be more effective in implementing the program if they have an opportunity to participate in additional Core Knowledge preschool training.; One way to mitigate costs is to phase-in implementation, both the purchase of educational materials and training, over a period of 2-3 years. The Core Knowledge Foundation will be happy to advise schools in this regard.
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 precede the conference each year. Check the Core Knowledge website for further information — www.coreknowledge.org.; We also invite you to post on our Preschool Roundtable message boards.; The Core Knowledge website includes a state-by-state listing of "Friends of Core Knowledge Preschools." These are preschools that have completed and returned a Preschool Profile to the Foundation, indicating that they are using the Core Knowledge preschool program. You may want to contact other Core Knowledge preschools in your state or region.; Another way to stay in touch with what is happening is to sign up to receive the electronic newsletters that the Foundation sends to schools and individuals. Schools who complete and return the Preschool Profile will automatically be included in the Foundation's mailing list.

Last updated: Fri, March 14 2008



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