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CSEFEL Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children. CSEFEL. National Center focused on promoting the social emotional development and school readiness of young children birth to age 5.

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csefel pyramid model for supporting social emotional competence in infants and young children
CSEFEL Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children
  • National Center focused on promoting the social emotional development and school readiness of young children birth to age 5.
  • Jointly funded by the Office of Head Start and the Child Care Bureau, under the auspices of the Administration on Children, Youth and Families at the U.S. Department of Health and Human Services.
  • Vanderbilt University
  • University of Illinois
  • University of South Florida
  • University of Colorado at Denver and Health Sciences Center
  • Georgetown University Center for Child and Human Development
primary partners
Primary Partners
  • National Network thru Primary Partner Associations
      • NAEYC
      • NACCRRA
      • DEC
      • NASMHPD
      • NABE
      • NHSA
csefel pyramid in mt
CSEFEL Pyramid in MT
  • Head Start
  • Early Head Start
  • Montana Behavioral Initiative-MBI
    • Positive Behavior Intervention and Supports (PBIS or PBS)
  • Best Beginnings STARS to Quality
    • Quality Rating Improvement System
  • Analyze and synthesize the research on the social emotional development of low-income children and translate the findings into materials that are practical and accessible.
  • Engage in intensive T/TA to selected states, territories and/or tribal partners to foster professional development that sustains the use of effective practices at the local level.
  • Disseminate evidence-based practices and materials via an interactive website.
what is social emotional development
What is Social-Emotional Development?

The developmentally and culturally appropriate

ability to:

what is challenging behavior
What is challenging behavior?
  • Any repeated pattern of behavior that interferes with learning or engagement in pro social interactions with peers or adults
  • Behaviors that are not responsive to the use of developmentally appropriate guidance procedures
  • Prolonged tantrums, physical and verbal aggression, disruptive vocal or motor behavior, property destruction, self-injury, noncompliance, and withdrawal

CSEFEL Pyramid Model:

Promoting Social Emotional Competence in Infants and Young Children



 Systematic approaches have preventive and remedial

effects on social emotional develop-


Targeted Social

Emotional Supports

 • Supportive, responsive relationships among adults and children are necessary for promoting social emotional development • High quality environments promote positive outcomes for all young children

Nurturing and

Responsive Relationships


High Quality Environments

an overview of the teaching pyramid video
An Overview of the Teaching Pyramid: Video

Promoting Social and Emotional Competence

preschool training materials
Preschool Training Materials

Module 1 – Promoting Children’s Success: Building Relationship and Creating Supportive Environment

Module 2 – Social Emotional Teaching Strategies

Module 3a/b – Individualized Intensive Intervention

Module 4 - Leadership Strategies

infant toddler training modules
Infant Toddler Training Modules
  • Same conceptual framework – Pyramid
  • Similar format
    • Presenter scripts
    • PowerPoint slides
    • Handouts
    • Videoclips
  • Many activities, reflections,

inventories/self assessments

for learning and planning

infant toddler training materials
Infant Toddler Training Materials

Module 1 – Social Emotional Development within the Context of Relationships

Module 2 – Responsive Routines Environments, and Strategies

Module 3 – Individualized Intensive Intervention with Infants and Toddlers

Module 4 - Leadership Strategies

parent modules
Parent Modules
  • Evidence-based
  • User-friendly parent training series
  • Six, 90 minute sessions for Parents of Preschool Children
  • Help professionals working with parents to promote positive and effective parenting behaviors
  • Parents Interacting With Infants
    • PIWI
preschool parent modules
Preschool Parent Modules
  • Session 1: Quality Relationships
  • Session 2: Play as a powerful parenting practice/supporting the development of friendship skills
  • Session 3: Making expectations clear/ developing and teaching household rules
ps parent modules cont
PS Parent Modules cont.
  • Session 4: Managing anger, handling disappointment and problem solving
  • Session 5: Strategies to promote positive behavior
  • Session 6: Problem solving, challenging behavior, and everyday routines
  • Introduction to the PIWI Model
  • Dyadic Interaction and Strategies
  • Triadic Interactions and Strategies
  • Parents as Observers: Developmental Observation Topics
  • Parents as Observers: Creating Responsive PIWI Environments
  • Home Visiting and the PIWI Model
what works briefs training kits
What Works Briefs Training Kits
  • Provide trainers with the materials needed to conduct a short staff development program on a focused topics based on the What Works Briefs topics. Materials include:
    • PowerPoint slides
    • Activities
    • Handouts


Promoting Social Emotional Competence” Video
    • Feature length video
    • Overview of Framework
    • Facilitator Guide in progress
    • English and Spanish
    • open captioning

“Practical Strategies for

  • Teaching Social Emotional
  • Skills” ” Video
    • - 28 min. feature length video
    • - Highlights strategies and
    • approaches that early
    • childhood personnel and
    • families can use to
    • systematically target
    • social emotional supports that
    • build young children’s skills

Practical Ideas - Book Nookshttp://www.csefel.uiuc.edu/practical-ideas.html

On Monday When

it Rained

Glad Monster

Sad Monster

Hands Are Not for Hitting


Tucker Turtle Takes Time to Tuck and Think

A scripted story to assist with teaching the “Turtle Technique”

By Rochelle Lentini

March 2005


The Pyramid to Promote

Social & Emotional Competence

Behavior Support Plans

Focus on individual children

Functional behavior assessment

Individualized Intensive Interventions

Few children, 3-5%

Module 3

Social-Emotional Teaching Strategies

Second Step

Visual Strategies

Scripted Stories

Conscious Discipline

Children at-risk

Module 2

Supportive Environments

Module 1

Conscious Discipline

Strengthening Families, Creative Curriculum, High Scope, etc

All Children

Positive Relationships with Children, Families, and Colleagues

Module 4: Leadership & Parent Modules



Coaching Impact

Joyce and Showers, 2002

coaching materials
Coaching Materials
  • Model for applying best practices related to learning theories for coach workforce development
  • Critical for the replication of evidence-based practices
  • Supports and requires skill-based learning; requires the demonstration of these skills for fidelity
coaching materials1
Coaching Materials
  • Orientation to Pyramid Model and Coaching
  • Understanding of Fidelity
  • Environmental scan utilizing the TPOT
  • Individualized understanding of provider strengths, culture and stated needs
  • Action planning for implementation of Pyramid strategies to fidelity
  • Ongoing feedback loop
  • Conflict resolution and performance issues
coaching approach
Coaching Approach
  • Nurturing Relationships
    • Meet with teams
    • Meet one-on-one
  • Creating Supportive Environments
    • Discuss TPOT data, curriculum, strategies and focus efforts
  • Teaching Targeted Social Emotional Supports
    • Coaching strategies and identifying effects of implementation
    • Stages of Learning
  • Intensive Interventions

- All Levels

    • Ongoing professional development opportunities/ resources are offered
    • Data-based decisions guide all steps
data driven decision making
Data-driven Decision-making
  • TPOT
  • Inventory of Practices
  • PBS Benchmarks of Quality
  • Behavior Incident Reports (BIRS)
  • Social Skills Intervention System (SSIS)
  • Ages and Stages Question: Social Emotional (ASQ:SE)

Christy Hill Larson

Early Childhood Project