Show:
Pyramid Model
Strategies
Transitions
Strategies
Emotional Regulation
100

Name a section from the Pyramid model and give an example on how a school can support this.

Targeted social and emotional supports Ex; calm kit, sensory jars, emotional check ins, social stories, visual emotional solutions, etc.

100

Give an example of a social story you could use in your center.

We use social stories like "How Do We Solve a Problem?" and "Hands Are Not for Hitting." These stories help children learn peaceful problem-solving and safe ways to use their bodies. They teach what to do instead, like using words, asking for help, or taking deep breaths.

We use a social story called "Washing My Hands." It shows pictures and simple words to help children learn when and how to wash their hands. It helps them understand each step and why it’s important, especially before meals and after using the bathroom.

100

How can we use a First-Then statement to support a child during a transition?

We can say, “First we put away the toys, then we go outside,” to help the child understand the order of events and what to expect next. This makes the transition clear and manageable.

100

A child is cleaning up a mess their friend made. How can you offer positive descriptive feedback in this moment?

"I'm so proud of ___ for being a caring friend and helping ___ clean up their toys."

100

What would you include in a calm-down kit for children?

Fidget tools, emotion cards or charts, noise-canceling headphones, stress balls, glitter jars, and other calming sensory items.

200

What is the base/ foundation of the pyramid model?

An effective workforce

200

Give an example of "providing a reasonable choice".

Ex "Would you like to clean up the blocks first or lego first?"

"Would you like to read a book first or draw a picture?"

200

What are some ways your program uses visual supports to help with transitions?

Examples of visual supports for transitions:

  • Social stories about daily routines or upcoming changes
  • Visual expectation charts (e.g., “clean up,” “line up,” “quiet hands”)
  • Daily visual schedule with pictures or icons
  • Transition cards or countdown timers
  • Visual timers or “Now/Next” boards
  • Picture cues for specific steps in routines (e.g., handwashing or packing up)
200

Give an example of how you can use an “I” message to respond to challenging behavior.

I feel scared when you push, because someone could fall and get hurt.

200

What are the 4 Zones of Regulation?

  • Blue Zone – Sad, tired, sick, or bored (low energy)

  • Green Zone – Calm, focused, and ready to learn (ideal for school)

  • Yellow Zone – Frustrated, silly, worried, or excited (elevated emotions, still in control)

  • Red Zone – Angry, out of control, terrified (intense emotions, need support to calm)

300

What is the Pyramid Model?

The Pyramid Model for Early Childhood is a framework for promoting young children’s social and emotional development and preventing and addressing challenging behavior.

Nurturing the social and emotional development of ALL children.  

300

When a child gets angry and begins to hit others, how can we provide a safe and appropriate alternative?

Example: You can use your hands to squeeze a pillow or take deep breaths instead of hitting.

300

You notice most children are ready to go outside for playtime, but a few still need more time. How can you support all children during this transition?

To support all children during this transition:

  • Split into smaller groups: Allow the children who are ready to begin transitioning outside while providing a few more minutes for those who need extra time.
  • Engage those who are waiting: Offer a calming or fun activity (like a song, stretching, or a short story) to keep the first group engaged while others finish.
  • Use visual supports (PDFs): Show a picture schedule or First-Then board to remind children what’s happening now and what’s coming next.
  • Make the transition playful: Turn the transition into a game (e.g., “Let’s tiptoe to the door like quiet mice”) to motivate and involve everyone in a positive way.
300

After multiple reminders, a child continues to disrupt circle time by shouting out inappropriate words. What is a logical consequence you could use?

A logical consequence could be asking the child to take a short break from the group to reset, then inviting them back when they’re ready to participate respectfully.

The response should be logical (connected to the behavior), timely (immediate but calm), and age appropriate (brief and supportive).

Bonus: Share the value behind the request by saying, “We use kind words during circle time so everyone feels safe and can enjoy learning together.”

300

When is the best time to problem-solve with children, and why?

The best time to problem-solve with children is when they are regulated. They can think more clearly and logically once their fight, flight, or freeze response is no longer activated. 

Waiting until they’re calm helps them better understand the situation and participate in finding solutions.

400

Which Pyramid supports are for ALL children?

-Effective Workforce

-Nurturing and Responsive Relationships

-High Quality Supportive Environments

-Targeted Social and Emotional Supports

-Intensive Intervention

Some children may require addition targeted social and emotional supports to be successful, but ALL children benefit from having these. Few children need Intensive intervention (5%).

400

What is the recommended maximum number of expectations to set for children?


At what times should we review expectations with children?

No more than 3 to 5 positively stated expectations that are simple, clear, and developmentally appropriate.

Expectations should be reviewed regularly throughout the day, especially:

  • During transitions
  • Before new or challenging activities
  • As part of daily routines
    Repetition helps children remember and internalize them.
400

You have a child who experiences strong emotions during transitions. What strategies can you use to support them?

Use transition support tools (checklist, visuals, First-Then). Offer a comfort item or transition object to ease the shift.

400

After multiple reminders and explanations, a child continues to swear. What is one strategy you can use?

Provide an appropriate alternative: “What word can we use instead of that to show how you're feeling?”

400

Let’s create an Emotional Action Plan!

Where can you find a template?

What does your plan include? (Think: time, space, and materials)


To create an Emotional Action Plan, you can utilize the Action Plan Template A provided by the National Center for Pyramid Model Innovations (NCPMI). This template is designed to assist educators and caregivers in developing structured plans to address emotional and behavioral needs. 

When crafting your Emotional Action Plan, consider the following components:

  • Time: Identify specific moments or routines during the day when emotional support is most needed. 
  • Space: Designate a calming area within the environment where children can go to self-regulate. 
  • Materials: Equip the space with tools such as fidget items, emotion cards, or sensory objects to aid in emotional regulation.
500

List all the sections of the Pyramid Model from the bottom up.

1. Effective workforce

2. Nurturing and Responsive Relationships

3. High Quality Supportive Environments

4. Targeted Social and Emotional Supports

5. Intensive Intervention

500

How might you support a child with ADHD?

  • Meet their physical needs with movement breaks and calming tools
  • Use First-Then statements to help with transitions and task completion (e.g., “First clean up, then we go outside”)
  • Provide more frequent reminders and check-ins to support focus
  • Incorporate visuals like schedules, timers, and cues for routines
  • Use social stories to teach expectations and support emotional regulation


500

What strategies should we use before a transition? (3)

  1. Give a warning (verbal or visual countdown)
  2. Review expectations using visuals or brief reminders
  3. Use a First-Then statement to prepare children for what’s next
500

What are the 5 steps to problem-solving with children? List them.

1. Let each child share without interruption.

2. Restate the problem to show understanding.

3. Guide children to explore their own solutions.

4. Repeat the agreed-upon solution clearly.

5. Check in later to follow up and support.

500

What are the 3 R’s in early childhood guidance?

  • Regulate – Help the child feel safe and calm their body and emotions

  • Relate – Connect with the child through empathy, warmth, and understanding

  • Reason – Once the child is calm, guide them through thinking, problem-solving, and learning from the situation

Regulate

Relate

Reason