TEACHING PYRAMID INFANT-TODDLER OBSERVATION SCALE

Teaching Pyramid Infant–Toddler Observation Scale (TPITOS™) for Infant–Toddler Classrooms Manual, Research Edition

Authors

• Kathryn M. Bigelow, Ph.D.
  University of Kansas
• Judith J. Carta, Ph.D.
  University of Kansas
• Dwight W. Irvin, Ph.D.
  University of Kansas
• Mary Louise Hemmeter, Ph.D.
  Vanderbilt University

Contents

• About the TPITOS Excel Scoring Spreadsheets.....vi
• About the Authors.....vii
• Acknowledgments.....ix
• Chapter 1: Introduction to the Teaching Pyramid Infant–Toddler Observation Scale .....1
• Chapter 2: Overview of the Pyramid Model and the Teaching Pyramid Infant–Toddler Observation Scale .....7
• Chapter 3: Using the Teaching Pyramid Infant–Toddler Observation Scale .....13
• Chapter 4: Teaching Pyramid Infant–Toddler Observation Scale Scoring Guidance .....27
• Chapter 5: Scoring the Teaching Pyramid Infant–Toddler Observation Scale and Summarizing Results .....61
• Chapter 6: Using the Teaching Pyramid Infant–Toddler Observation Scale to Support Implementation of Effective Practices: Case Studies .....77
• References.....87
• Appendix A: Key to Teaching Pyramid Infant–Toddler Observation Scale Items and Abbreviations.....89
• Appendix B: Indicators That Can Be Scored Not Applicable.....91

Chapter 1: Introduction to the Teaching Pyramid Infant–Toddler Observation Scale

The Teaching Pyramid Infant–Toddler Observation Scale (TPITOS) for Infant–Toddler Classrooms Manual, Research Edition, is designed to measure the fidelity of implementation of practices associated with the Pyramid Model in center-based infant and toddler care settings. The TPITOS provides a classroom snapshot of the adult behaviors and classroom-environment variables associated with supporting and promoting the social-emotional development of infants and toddlers (birth to 3 years).

The Importance of Social-Emotional Development

In the United States, many children attend quality preschool programs which enhance their likelihood of success when they enter primary school. However, thousands of preschoolers are suspended or expelled from these programs each year. Furthermore, many children lack nurturing, responsive interactions known to foster social-emotional development, making it critical to help teachers support young children's social-emotional growth. Teachers equipped with knowledge and skills relevant to social-emotional foundations can prevent challenging behaviors and understand how to intervene appropriately.

Organization of the TPITOS

The TPITOS Scoring Form includes three types of items: 1) Observational Items, 2) Interview Items, and 3) Red Flags. Each item represents a category of teacher behavior associated with the Pyramid Model. Observers score items based on teacher behavior during a structured observation period.

Observational Items

There are 13 Observational Items measuring teacher behavior that supports social-emotional development. For instance, one indicator states that a teacher is responsive to children’s emotions and teaches about feelings. Scoring for these items is based on the presence or absence of specific practices carried out by the teacher.

Red Flags

These are practices inconsistent with Pyramid Model practices, such as a teacher rarely engaging with children. These red flags are scored based on their occurrence during observation.

Administration of the TPITOS

Observation and scoring require direct assessment of a specific teacher’s practices over a 2-hour period in various routines, allowing a comprehensive understanding of teacher behavior related to the Pyramid Model.

Research Background of the TPITOS

The first few years of a child's life are critical for developing healthy social-emotional foundations, especially for children at risk of social-emotional difficulties. The TPITOS focuses on observable teacher behaviors that support and guide children's social-emotional growth, supported by existing research on effective early childhood practices.

Excerpted from Teaching Pyramid Infant-Toddler Observation Scale (TPITOS™) for Infant-Toddler Classrooms Manual, Research Edition

ISBN

• ISBN-13: 978-1-68125-242-1
• ISBN-10: 1-68125-242-2