For more than a decade, the widely used Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children has been helping early educators use research‐based practices to boost social‐emotional development. Now thereâ (TM)s a practical guide that makes it easier than ever to implement this highly effective framework in preschool classrooms.Created by the Pyramid Model developers and experts with extensive training experience, this is the first book to provide a comprehensive, step‐by‐step overview of the Pyramid Model for children ages 2-5. Early childhood educators will get a complete overview of the framework, plus in‐depth guidance, evidence‐based strategies, and helpful checklists for implementing all tiers of the Pyramid Model: universal, targeted, and individualized.Ideal for use in teacher trainings, preservice methods courses, and individual professional development, Unpacking the Pyramid Model will give current and future educators the foundational skills they need to promote positive behavior and build all young childrenâ (TM)s social‐emotional competence.Learn how to use the Pyramid Model to: Construct a positive classroom environment that supports access and engagement for all studentsDevelop predictable schedules and routines that maximize participation and learningClearly define and teach behavior expectations and rulesDeliver intentional, explicit instruction in social‐emotional competenceSupport smooth and streamlined transitions that prevent challenging behaviorCreate a culture of friendship and actively teach children friendship skillsTeach children about emotions and help them develop a â oefeeling vocabularyâ Give children the skills they need to solve interpersonal problems appropriatelyProvide individualized support for children with persistent challenging behaviorAbout author(s): Dr. Quesenberry is Professor at Illinois State University in the School of Teaching and Learning. Dr. Quesenberry has more than 20 years of experience working in the field of early childhood special education. She received her doctorate in Early Childhood Special Education from the University of Illinois at Urbana-Champaign in 2007. Her research interests include young childrenâ (TM)s social-emotional development, educatorsâ (TM) professional development, and early childhood policy. Dr. Jessica K. Hardy is currently Assistant Professor in the Department of Special Education at the University of Illinois at Urbana-Champaign. Dr. Hardy received her doctorate in early childhood special education from Vanderbilt University and her M.Ed. and BA from the University of Florida. She taught in Portland, Oregon, as a Head Start teacher and an early childhood special education teacher. Dr. Hardyâ (TM)s primary research interests are evidence-based instructional practices and early childhood coaching and professional development. Dr. Strain is James C. Kennedy Endowed Chair in Urban Education at the Morgridge College of Education and Director of the Positive Early Learning Experiences Center, University of Denver. He is the author of more than 300 scientific publications, has served on the editorial boards of 22 professional journals, and has been principal investigator or co-investigator of grants and contracts totaling more than 80 million dollars. Dr. Strain is particularly interested in expanding inclusive preschool options, comprehensive services for young children with autism, and prevention and intervention for children with challenging behaviors. Dr. Steed is Associate Professor in the Early Childhood Education program at the University of Colorado Denver. She received her doctorate in early intervention from the University of Oregon in 2006. Dr. Steed has been the principal investigator on several research projects and personnel preparation grants. She has published articles about early identification of social-emotional disorders in young children and evidence-based and culturally relevant practices to support young children with challenging behavior. Mary Louise Hemmeter, Ph.D., is Professor in the Department of Special Education at Vanderbilt University. Her research focuses on effective instruction, social-emotional development, challenging behavior, and on coaching teachers. She has been a principal investigator (PI) or co-PI on numerous projects funded by the U.S. Departments of Education and Health and Human Services. Through her work on the National Center on Social Emotional Foundations for Early Learning and Institute of Education Sciences (IES)-funded research projects, she was involved in the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children and practice-based coaching, a model for s
