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Why is social emotional What does Pyramid Model

competence important? implementation mean for me?


 Professionals and programs that support young chil- Family Child Care Providers
Pyramid
dren and their families can help families build protec-
tive factors that decrease the likelihood of abuse and
When you are the only adult present, you understand that
EVERY child in your group, including the child with the
challenging behavior, is counting on you! For family child care
Model for
Social
neglect. A child’s social and emotional competence
providers, prevention of challenging behavior is clearly a key to
is one of five protective factors influenced by the our success and prevention is a primary focus of the Pyramid
quality of care and education that children experi- Model. Embracing this model is about discovering how to be


ence.
The Wisconsin Model Early Learning Standards pro-
most effective with most children most of the time, and
knowing when outside help is necessary. Emotional
Competence
vide a framework of developmental expectations to B-3
inform programs when choosing curriculum and as- Having knowledge of the Pyramid Model will allow
professionals in Birth to 3 to do more comprehensive

in Young
sessment tools. It includes a developmental contin-
evaluation, ongoing assessment and service planning for
uum, rational, program and performance standard families and caregivers supporting children’s development.
related to all domains, including the social emotional When Birth to 3 providers support the base of the Pyramid


domain.
The brain is the only organ that changes in response
Model—addressing and ensuring nurturing and responsive
relationships between the caregivers and child—targeted and
individualized interventions will be more successful and child
Children
to experience after birth. High quality infant, tod- outcomes will improve.
dler and preschool experience can help shape solid, Early Childhood Special Education
healthy neuro-pathways that remain for a lifetime.
Special education teachers must use practices that are
researched based. The Pyramid Model training content
A developmentally appropriate,
 Children birth to five who have a strong social emo-
tional foundation experience more academic suc-
focuses on evidence based strategies for supporting all evidence-based framework
children. Emphasis on prevention and intervention in the
cess, fewer negative interactions with adults, and Pyramid Model maximizes the effect of inclusive
more friendships with peers. e3nvironments for preschoolers with disabilities. designed to promote social
 Without quality intervention, children who exhibit 4K and emotional competence in
challenging behavior, especially aggressive behavior The Pyramid Model guides teachers to intentionally teach the young children ages birth to 5.
in preschool, tend to continue this pattern of behav- social and emotional skills that are vital to school success. The
tiered intervention model of behavior support is a
ior throughout school.
developmentally appropriate model to compliment school wide
 Early care and education systems that implement the Positive Behavior Interventions and Supports (PBIS). As
children’s needs intensity, so do interventions.
Pyramid Model across their programs report higher
job satisfaction ratings and lower staff turnover Parents
rates. These factors contribute to increases in nur- Parents, as their child’s first and most significant teacher, can
turing and responsive care giving for young children. help their children understand and express their emotions and
help them develop a foundation of social-emotional skills to
 A 2005 Yale study found that, nationally, rates of build upon the rest of their lives. CSEFEL has training
expulsion for prekindergarten children were 3 times materials to support parents of infants, toddlers and preschools
higher than rates for K-12 students. in helping their children develop social emotional competence.
Group Center teacher
 A 2010 survey of 387 Wisconsin childcare providers
found that 68% had asked a family to leave their So often, teachers say “What can I do to stop this behavior?”
the quick fix is so tempting, but rarely works. Using the SEFEL
program at some time during their career, and 52% pyramid model guides us to look at the situation from the
of those providers had asked a family to leave within bottom up, and address children’s social and emotional needs
the last two years. before jumping to an intervention.
Implementing Program Wide Positive Behavior Supports for Young Children

What is social emotional Quality programs make a What does it involve?


competence? difference ! Commitment… Implementing positive behavior
Social and emotional competence in- supports across a program takes time, resources,
effort and energy. Programs must feel strongly
volves a child's ability to regulate and ex- The Center on the Social Emotional Foundations of
that this effort is a priority for them.
press emotions and form close and se- Early Learning (CSEFEL) Pyramid Model is a
cure relationships. It involves skills such framework for intentionally supporting the social Leadership …Sustaining the effort requires a
as self confidence, curiosity, motivation, emotional foundations of early learning. team of individuals who will examine policies and
persistence and self control.  Yellow Foundation: The foundation for all of the practices so that efforts are streamlined and sup-
practices in the pyramid are the systems and ported.
Good news! policies necessary to ensure a workforce able Training with on-site coaching support ...Research
In March 2009, Wisconsin was awarded a three to adopt and sustain these evidence-based shows that training alone will not create lasting
year training and technical assistance grant from practices. program change. On-site coaching includes ob-
the national Center on the Social Emotional  Blue Tier: Universal supports for all children servation of current practices, assistance in devel-
Foundations of Early Learning (CSEFEL). through nurturing and responsive relationships oping an action plan, training in the framework
CSEFEL’s mission is to promote social emo- and high quality environments. The behavioral and strategies, and on-site visits and guidance to
tional development in children ages Birth to 5 needs of 80% of children can be met here. support implementation of teaching practices with
through implementation of the Pyramid Model.  Green Tier: Prevention which represents prac- enough intensity and focus to make a change.
tices that are targeted so-
The Pyramid Model is a tiered prevention and cial emotional strategies
intervention model to prevent and address chal- to prevent problems. The
lenging behavior through evidence-based prac- behavioral needs of an
tices. Implementation of the Pyramid Model additional 15% of children
builds upon the foundation of common develop- can be addressed here.
mentally appropriate expectations , language
 Red Tier: Intervention
and responsibilities outlined in the Wisconsin
which is comprised of
Model Early Learning Standards.
practices related to indi-
Wisconsin’s vision is to have comprehensive, vidualized intensive inter-
cross-disciplinary professional development to ventions. The remaining 3
support professionals working to ensure the -5% of children will require
the intensive interventions
social and emotional well-being of infants,
of this tier. Programs that
young children, and their families. This profes- have implemented the
sional development will include training and lower tiers have improved
coaching support to implement the Pyramid capacity to individualize
Model across programs that support young chil- interventions. Implemen-
dren and their families. tation of universal and
prevention supports im-
prove the capacity of pro-
For more information: grams to individualize in-
http://www.collaboratingpartners.com/social- tervention.
emotional-competence-sefel-pyramid.php