Influence of the pyramid model on the social-emotional development of young children
The development of social-emotional skills in early childhood is associated with school readiness, academic success, and general well-being throughout one’s life. The delay or absence of the development of social-emotional skills and the resulting challenging behaviors has seen an alarming increase in the rate of suspension and expulsion of young children. It is of greater concern that children from low-income homes are disproportionally represented in the number of children who exhibit challenging behavior and who are expelled. The Pyramid Model, a program-wide framework for positive behavior intervention and support, is increasingly implemented in early childhood programs in response to the growing need to support social-emotional development of young children, as well as to prevent and address challenging behavior. Using existing data, this descriptive study aimed to examine whether differences exist in the social-emotional outcomes of young children associated with varying levels of fidelity of implementation of the Pyramid Model. Study participants included 29 teachers and 377 children from one regional Head Start program. Analysis of variance (ANOVA) tests found that there were no statistically significant differences in the socialemotional outcomes of three-year-old children associated with varying levels of fidelity of implementation of Pyramid Model practices. ANOVA tests found a statistically significant difference in the outcomes of four-year-old children on one social-emotional measure, suggesting that children who received instruction from teachers without training in Pyramid Model practices gained higher social-emotional outcomes. The findings of the present study call for further research and provide recommendations to the Head Start program on refining practices to support improved child outcomes.
Children with disabilities