Unpacking the Infant-Toddler Pyramid Model

A Practical Guide for Teachers and Providers

Authors

• Amy Hunter, MSW, LICSW
  Georgetown University, Washington, DC
• Mary Louise Hemmeter, Ph.D.
  Vanderbilt University, Nashville, TN
• Kathryn M. Bigelow, Ph.D.
  University of Kansas, Kansas City, KS
• Neal M. Horen, Ph.D.
  Georgetown University, Washington, DC

Contents

• About the Downloads
• About the Authors
• About the Contributors
• Foreword by Brenda Jones Harden
• Acknowledgments
• Chapter 1: Introduction and Overview
• Chapter 2: Overview of the Pyramid Model
• Chapter 3: Caring for Yourself to Be Your Best Infant-Toddler Teacher
• Chapter 4: Creating an Anti-Racist and Inclusive Early Care Environment
  • Appendices
    • 4.1: Checklist of Effective Practices: Creating an Anti-Racist and Inclusive Early Care Environment
    • 4.2: A Family Handout
• Chapter 5: Building Positive Relationships With Infants and Toddlers
  • Appendices
    • 5.1: Checklist of Effective Practices: Building Positive Relationships With Infants and Toddlers
    • 5.2: The Relationship Reflection
    • 5.3: Temperament Profile
• Chapter 6: Building Positive Relationships With Families
  • Appendix
    • 6.1: Checklist of Effective Practices: Building Positive Relationships With Families
• Chapter 7: Building Positive Relationships With Colleagues
  • Appendix
    • 7.1: Checklist of Effective Practices: Building Positive Relationships With Colleagues
• Chapter 8: Creating and Maintaining Predictable and Responsive Schedules and Routines
• Chapter 9: Transitions
• Chapter 10: Environments That Support Infants and Toddlers
• Chapter 11: Understanding Behavior
• Chapter 12: Teaching Social Skills and Promoting Emotional Competencies
• Chapter 13: Supporting Active Engagement With the Environment and Peers
• Chapter 14: Understanding, Preventing, and Effectively Responding to Challenging Behavior
• Chapter 15: Implementing Individualized Behavior Support With Infants and Toddlers With Persistent Challenging Behavior
• Chapter 16: Putting It All Together: Using Data to Monitor Pyramid Model Practice Implementation and Effects
• Index

Introduction and Overview

Teachers in infant and toddler settings play an essential role in helping children get a healthy start in life. This can be a challenging yet rewarding job. Early social and emotional growth sets the foundation for school readiness and lifelong success. Research shows that children with healthy social and emotional skills tend to learn better, stay in school longer, and build lasting friendships.

Importance of Social-Emotional Development

Early educators play a critically important role in fostering social-emotional development. The successful nurturing of these skills can lead to improved academic performance and better relationships as children grow older. Conversely, children with persistent challenging behavior may experience difficulties in their emotional and behavior health as they age.

Relationships as the Foundation of Social-Emotional Learning

Social-emotional learning is rooted in relationships which develop from interactions across the daily routines of life. Teachers help build secure and predictable environments where young children can thrive emotionally.

Unique Aspects of Infant-Toddler Care

This book focuses on the application of the Pyramid Model in meeting the unique needs of infants and toddlers. It emphasizes individualized routines and primary caregiving as key components of this model.

Key Concepts and Practices from the Pyramid Model

• Prevention Focus: A commitment to prevent social-emotional delays in children at risk.
• Family-Centered Focus: Strengthening partnerships between families and educators.
• Responsive Practices: Understanding and responding to trauma and challenging behavior.
• Equity and Inclusion: Ensuring every child feels valued and engaged.

Closing Thoughts

The Pyramid Model framework provides valuable practices that are essential for supporting the growth and development of all children within early childhood programs. By enhancing the social-emotional competence of our young ones, we are setting them up for lifelong success.