Exam Preview for 2092: The Pyramid Model in Early Childhood: Improv

The Pyramid Model in Early Childhood: Improving Social Emotional Competence and Reducing Challenging Behaviors - Part 1

Please note: exam questions are subject to change.

1. Research pre-pandemic revealed the following regarding young children social-emotional development: 10-30% of young children (ages infant to 7 years) were not ready emotionally to succeed in school. It is critical that early childhood prepare children for the academics of school. Parents alone are responsible for a young child’s social-emotional development. All young children are wired to be socially and emotionally competent.
2. Originally, schools were developed to prepare children for the workplace. to provide childcare for working parents. to prepare children academically. to foster socialization among children.
3. Variables impacting on universal promotion of social-emotional development in young children include the following: adult valuing & support of child emotional attachment & expression, a child’s disability, the adult’s social and emotional health skills and environmental support. open classrooms smiling teachers and adults social media exposure at an early age
4. The Pyramid Model: is a four-tiered early childhood positive behavior support and intervention framework implemented to promote infants and young children’s social-emotional development and prevent and address challenging behavior is an early childhood behavior model to stop problem behaviors in young children is intended to only be implemented in classrooms should only be implemented by mental health professionals
5. “Emotional literacy’ can be defined as: The ability to learn all about emotions from children’s literature. The ability to read (recognize), label, understand and act upon feelings of oneself and others in a healthy and socially acceptable manner. Understanding and use of the most common emotional labels; happy, sad, scared and angry/mad. The ability to read (recognize) peers and adults’ emotional state.
6. The Emotional Literacy Schemata: Involves a child’s ability to read and understand his/her own feelings and then act on those feelings. Works in a clinical study on child behavior but is impractical in the home, community or classroom. is a six-stage process including a child’s ability to read affective cues (self and others’), interpret those affective cues, clarify interpersonal goals, generate solutions, make a decision for action, act on the decision, re-read affective cues, etc. None of the above.
7. Developmentally appropriate & evidenced-based strategies that support a child’s emotional literacy include: having a reading corner healthy emotional expression modeled by adults and peers in the child’s environment, labeling and concrete descriptions of emotions felt by adults and peers, acknowledging and encouraging a child’s pro-social behaviors and use of visual supports having props for dramatic play implementation of a Montessori educational approach in the EC classroom
8. Adults who devote attention to supporting children’s social-emotional literacy can expect: to be exhausted at the end of the day. fewer challenging behaviors and more developmentally sophisticated, socially appropriate and enjoyable peer interactions. trouble-free days. children who do as they are directed by adults.
9. The Secondary Level of the Pyramid Model includes: teaching children academic skill readiness. teaching children the classroom rules. teaching children to identify & express emotions, to problem solve, to cooperate and how to be a friend. teaching young children to play and work quietly and efficiently
10. The Pyramid Model supports young children’s social-emotional development and reduces the occurrence of challenging behaviors through: prevention, teaching and reinforcement. punishment for misbehavior. teaching them to be independent. implementation of an ABA approach to behavior management
11. Research supports the strategy of adults ’acknowledging positive behaviors.’ Comparing children is a good idea. It really is important to first attend to any negative behavior and cross your fingers when a child is being good, hoping it will last. Young children want to please adults. Most child behavior is strengthened or weakened by what happens immediately after a behavior occurs.
12. Social StoriesTM, Routine Scripts and/or commercial books Are so cute. Only work as a ‘prevention’ strategy for challenging behavior. Can be used effectively when enhanced with activities and discussion in teaching ‘emotional literacy’ vocabulary and problem solving emotionally charged situations. Should only be created by professionals.
13. The Solution Kit Is a math academic preparedness strategy. Is a set of strategies taught to young children to help them solve everyday peer-to-peer socially problematic situations supported by visual cue cards. Should be used by adults in their interactions with children. Has little to do with social emotional skills development.
14. An evidenced-based strategy discouraging misbehavior includes: isolation of the child who is misbehaving encouraging children to be helpful having the child who misbehaved apologize to the class posting Classroom Rules
15. Research has shown the adults doing the following in naturally occurring early childhood environments (home & educational settings) supports young children’s social-emotional understanding and expression: Posting Classrooms Rules. Using a token reward system for ‘good’ behavior. Using a color-coding system for behavior. Labeling their own emotions, labelling children’s emotions, acknowledging children’s pro-social behaviors and using environmental supports.