The Pyramid Model Project

The Pyramid Model is a comprehensive, multi-tiered framework of evidence-based practices that promote the social, emotional, and behavioral development of young children. The Pyramid Model focuses on promoting positive behavior and addressing challenging behavior (Hemmeter, Ostrosky, & Corso, 2012). 

The National Center for Pyramid Model Innovations assists states and local programs with the implementation of the Pyramid Model to support social-emotional competence in infants and young children within early intervention and early education programs through web-based resources and in-person coaching and training. The primary focus of the Pyramid Model is to promote the social, emotional, and behavioral outcomes of young children, aged birth to five, by reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation, and fostering inclusion. 

Video: The Pyramid Model Overview 

 

An effective workforce is necessary for all practices within the Pyramid Model and its structures. It is to ensure that systems and policies are built and suppported with evidence-based practices. The following materials are supportive of developing an effective workforce in early childhood programs:

Nurturing and responsive relationships are key components of building healthy social development and include working with the child, his or her family, and team members.  

To promote social, cognitive and language development in children, high quality supportive environments are essential. It includes providing inclusive early care and educational environments and support at home. 

Social emotional support delivered during explicit instruction that promotes social emotional development in areas such as self-regulation, expressing and understanding emotions, problem solving and developing social relationships are represented by the following resources: 

Individualized intensive interventions may be needed for a small number of children with persistent challenges working in conjunction with families. 

 

Page revised 8/2/21

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