Introducing The Pyramid Model: A Practical Guide to Social Emotional Learning
Unpacking the Pyramid Model: A Practical Guide for Preschool Teachers
Created by Pyramid Model developers and experts, this is the first book to provide a comprehensive, step-by-step overview of the Pyramid Model for children ages 2–5. bpub.fyi/Unpacking-PM
Book Giveaway
We’re giving away a FREE copy of Unpacking the Pyramid Model. One attendee will be selected at random and emailed after the webinar. Submit your questions to increase your chances!
Certificates
Certificates of attendance are available for all webinar and recording viewers. More information will be provided at the end of the webinar.
Objectives
By the end of today’s chat, you will be able to:
- Name two indicators for determining the presence of a friendship between young children;
- Describe class-wide, small group/partners, and individualized teaching strategies and supports for teaching friendship skills across daily routines & activities; and
- Describe steps for partnering with families to support children’s development of friendships.
Pyramid Model for Promoting the Social and Emotional Competence of Young Children
Tertiary Intervention Few
Secondary Prevention Some
Universal Promotion All
A Framework of Evidence-Based Practices
Key Social Emotional Skills Children Need as They Enter School
- Confidence
- Capacity to develop good relationships with peers and adults
- Concentration and persistence on challenging tasks
- Ability to effectively communicate emotions
- Ability to listen to instructions and be attentive
- Ability to solve social problems
When Do Friendship Skills Develop?
| Age | Relationships with Caregivers | Relationships with Peers | Social-Emotional Skills |
|---|---|---|---|
| 0 to 12 months | Recognize voices Imitate caregivers Express excitement More refined crying | Shows more in objects than peers | Begins to understand own name Demonstrates strong feelings |
| 12 to 18 months | Prefers known individuals Expresses distress when separated from caregiver Can point or gaze to communicate requests | Shows interest in peers by observing them | Explores environment Demonstrates independence |
| 18 to 24 months | Prefers caregivers to others May demonstrate separation anxiety Begins to play independently Engages in more complex verbal interactions | Continues to observe peers closely Begins to engage in parallel play | Continues to display independence Experiences mood swings |
| 24 to 36 months | Can play, share, and take turns with adult support | Shows concern for others Uses names for self and others | |
| 36 to 48 months | Engages in independent play Separates from caregivers with ease | Interacts with peers often through play and conversation | Begins to show emotional regulation Learning to label and describe emotions |
| 48 to 60+ months | Forms preferred friendships Socially competent with peers Plays games with other children | Can take turns in conversations Develops cooperation skills Describes emotions Can problem solve and resolve conflict with adult support |
Adapted from Barton, 2014
What Can You Do Early On – to Promote the Development of Friendship Skills?
• Read books about friends, playing together, helping each other, etc. • Provide opportunities to practice
Friendship Skills
• Gives suggestions (play organizers)
• Shares toys & other materials
• Takes turns (reciprocity)
• Is helpful (assists)
• Affectionate
• Give compliments
• Understands how & when to check-in and give an apology
• Begins to empathize
• Responding to & maintaining initiations
Teaching Friendship Skills: Class-wide Approaches
Universal Promotion
All
Sample Lessons to Support Development of Friendship Skills
• Autograph book of friends
• “My friend” art (it takes two)
• Friendship can: Put names in can, children draw name, make something special for a friend
• Pair up to plant seeds of friendship and care for together
• Compliment links
• Friendship books
• Autograph book of friends
• Friendship music/songs
Using Children’s Literature
Book Nooks
I Can Share Rainbow Fish
By Karen Katz By Marcus Pfister
Teaching Friendship Skills: Secondary Strategies & Supports
Secondary Prevention Some
Peer-mediated Interventions
Adults
Training Sessions
Peer Buddies
Peer Buddy Implementation
Target Children
| Milam et al., 2018 | Peer-mediated Interventions: Stay-Play-Talk | Teaching Friendship Skills: Individualized Teaching Strategies & Supports Tertiary Intervention Few | |
|---|---|---|---|
| 24 | 12 |
Visuals – Initiating Play
Step 1
I can tap my friend on the shoulder.
Step 2
I can say “let’s play!”
Step 3
I can gently take a friend by the hand.
Step 4
I can give my friend a toy that I want to share.
Fostering Friendships through Family Partnerships
• Learn from families
• Share with families
• Help families promote friendship skill development at home
• Share strategies for teaching friendship skills
Benefits of Having Friends
• Increase self-esteem and self-confidence
• Help you develop social skills
• Less disruptive/inappropriate behavior
• More positive attitudes about people with disabilities
• Equal if not greater, developmental progress
• Contribute to quality of life
• Build our capacity to empathize
In Summary
• Close friendships are reciprocal, voluntary, and yield many benefits for young children’s social emotional development and academic success
• Friendship skills help children form and maintain friendships
• Friendship skills can be taught using a variety of materials.
Contact Information:
Lori
Lori.meyer@uvm.edu
Molly
mmilam1@ycp.edu
Micki
ostrosky@illinois.edu
Certificates
Certificates of attendance are available for download from the “Handouts” section of the webinar panel or from the URL below:
bpub.fyi/UPM-Friends-Cert