# 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](http://bpub.fyi/Unpacking-PM)**

## Objectives
By the end of today’s chat, you will be able to:

1. Name two indicators for determining the presence of a friendship between young children;
2. Describe class-wide, small group/partners, and individualized teaching strategies and supports for teaching friendship skills across daily routines & activities; and
3. Describe steps for partnering with families to support children’s development of friendships.

## 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.

## 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
### Sample Lessons to Support Development of Friendship Skills
- Autograph book of friends
- “My friend” art (it takes two)
- Friendship can: Put names in a can, children draw name, make something special for a friend
- Pair up to plant seeds of friendship and care for together
- Friendship “hands” tree
- Compliment links
- Movement partners

## Using Children’s Literature
### I Can Share Rainbow Fish
### By Karen Katz By Marcus Pfister

## Teaching Friendship Skills: Secondary Strategies & Supports
### Peer-mediated Interventions
#### Adults
- **Training Sessions**
#### Peer Buddies
- **Peer Buddy Implementation**
#### Target Children

## 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.

| Routine | Child: Amy | Child: Zane | Child: Tyler |
| --- | --- | --- | --- |
| Arrival/Table time | Checks in with feeling chart | Says Hello to peers | Invites peer to play |
| Circle time | Identifies emotions in self | Greets peer during Good Morning song |  |
| Free Choice | Stays with peer for 5 min | Chooses a friend to play with | Invite peers to play |
| Snack |  | Choose a friend to sit next to | Offers to help others |
| Outside | Stays with peer for 5 min. | Chooses a friend to play with | Invites peers to play |

## Fostering Friendships through Family Partnerships
- Learn from families
- Share moments of friendship that happen at school
- Help families promote friendship skill development at home

## Benefits of Having Friends
- Increase self-esteem and self-confidence.
- Help 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 and can be taught using a variety of materials.

## Contact Information:
- Lori: Lori.meyer@uvm.edu  
- Molly: mmilam1@ycp.edu  
- Micki: ostrosky@illinois.edu

## Certificates of Attendance
Available for download from the “Handouts” section of the webinar panel or from the URL below: **[bpub.fyi/UPM-Friends-Cert](http://bpub.fyi/UPM-Friends-Cert)**