Common Core is used in Pre- K, but it is not curriculum

Early childhood education plays an essential role in preparing young English language learners (ELLs) for later success in school. It provides children with the opportunity to develop basic foundational skills in language and literacy before they enter kindergarten ready to learn. Young English language learners can begin to develop these essential foundational skills even before they have developed strong English language skills. It is, therefore, essential to encourage continued first language development in our children by providing them with appropriate education settings such as a bilingual classroom or integrated English as a Second Language (ESL) program, which support language and literacy learning in English. Those children who have had rich first language experiences seem to learn a second language, such as English, more easily than children who have had limited experience with the language they have used in their homes since birth. Like other skills, children develop language along a continuum with many factors contributing to the language acquisition process. The background knowledge that each child brings to the task of learning English has to be respected and acknowledged as part of the ongoing learning process.
The New York State Prekindergarten Foundation for the Common Core acknowledges the central role of language in the achievement of benchmarks as laid out for each of the domains and highlights the needs of learners who are still developing proficiency in English. These standards use students’ first languages and cultures as the foundation for developing academic language proficiency, and encourage the education of young English language learners in a bilingual setting. The New York State Prekindergarten Foundation for the Common Core envisions language proficiency that builds on language complexity, cognitive engagement, and context within the key areas of language development (speaking, listening, viewing, representing, reading, and writing). The contexts of interaction, as defined by the benchmarks and performance indicators, are found within each of the domains of this document. These contexts allow for a range of language complexity and varying degrees of cognitive engagement as young English language learners interact with peers and adults in an encouraging and supportive environment for the purpose of negotiating meaning as well as exploration and discovery.
Among the Guiding principles on page 8 are the following:
1. All children are capable of learning, achieving and making developmental progress. The Prekindergarten Learning Standards are intended for all children regardless of economic, linguistic, and cultural differences or physical, learning, and emotional challenges.
2.  Children develop at different rates and each child is unique in his/her own development, growth, and acquisition of skills. Appropriate and reasonable supports and accommodation must be provided to enable to succeed.
3. Children are active learners. A primary approach to learning is through purposeful play. Intentional planning promotes rich learning experiences that invite participation, involve multiple contexts, and engage the senses that help children explore their environment.
4. Early learning and development are multi-dimensional. Children’s learning is integrated and occurs
simultaneously across all domains, which are interrelated and interactive with one another.
5. Children learn in the context of interactions and relationships with family members, caregivers,
teachers, and other children in their immediate environment and in their community.
6. The family is a significant contributor to children’s lifelong learning and development. Actively
engaging parents in the early education of their children is essential to children’s success in the
elementary classroom and later
. These Learning Standards may be used as tools to empower parents, teachers, and caregivers to
better support and enhance young children’s learning and development.
8. These Learning Standards acknowledge and respect children’s rich backgrounds, their heritage, cultures, and linguistic differences.