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ERIC Number: EJ910268
Record Type: Journal
Publication Date: 2011-Feb
Pages: 13
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-0271-1214
Toddler Teachers' Use of "Teaching Pyramid" Practices
Branson, Diane; Demchak, MaryAnn
Topics in Early Childhood Special Education, v30 n4 p196-208 Feb 2011
Effective strategies to promote social-emotional development and prevent occurrence of challenging behaviors in young children is critical. The "Teaching Pyramid", a framework for supporting social-emotional development and preventing and addressing challenging behaviors, was developed for preschool children. This mixed methods study investigated toddler teachers' use of "Teaching Pyramid" practices and the relationship between these practices and classroom quality. Results indicated that toddler teachers used practices associated with the universal level of the "Pyramid" (e.g., positive relationships with children and parents). At this level, however, it was also evident that some preventive practices were missing (e.g., posted visual schedules and rules). Missing across classrooms was evidence of practices associated with the secondary level (e.g., explicitly teaching behavior expectations) and tertiary level (e.g., participating in developing behavior support plans). Implementation of "Pyramid" practices appeared to be associated with classrooms rated as being high quality. (Contains 5 tables and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A