The Center on the Social and Emotional Foundations for Early Learning is a national center focused on strengthening the capacity of child care and Head Start programs to improve the social and emotional outcomes of young children. Modifying strategies to meet the cultural and linguistic diversity of families and children. Focus on promoting the social and emotional development of children as a means of preventing challenging behaviors. Engage in a comprehensive, culturally sensitive approach that is inclusive of and responsive to the needs of programs, families, professionals, and communities.
As part of these activities, the Center has developed evidence-based, user-friendly training modules to help early childhood educators promote children’s social emotional development and address the challenging behavior and mental health needs of children in child care and Head Start programs. The model depicted in Figure 1 provides a framework for describing the four interrelated levels of practice that address the social and emotional development of all children. For infants and toddlers, challenging behavior must be considered within the context of the relationship of the child to caregivers. The foundation of this model is grounded in the context of positive, supportive relationships between teachers and children, as well as with families and other professionals (Module 1). The final level of the model is designed for those children who continue to exhibit significant challenging behaviors or other social emotional needs when the other levels of the model are in place (Modules 3a and 3b). Module 4 provides training on the administrative supports and processes that are necessary to adopt and sustain the practices described in the first three training modules. Each module has been designed to be used during a full day of inservice training to practicing early educators, related service professionals, and program administrators. The Inventory of Practices and Action Plan for Promoting Social and Emotional Competence will be used throughout the modules; therefore, it will be important to give participants an overview of it. The purpose of the tool is to help identify training needs related to each of the topics addressed in the modules and to plan a course of action for addressing those needs. The tool provides a space for writing descriptive comments that will be helpful in training as well as completing a rating to demonstrate progress.
The action plan portion of the tool allows teams to identify strategies for addressing targeted training needs and identify the supports and resources necessary to address those needs. An important role for the early childhood teacher is to facilitate children’s social emotional development such that children have the skills and foundation they need to be successful in school. Children’s challenging behaviors most often serve to express some feeling, need, or meaning that they are unable to communicate in a more appropriate manner. The extent to which programs can implement the practices described in the first three modules will depend in large part on administrative support.
The modules were designed to be used with a range of early childhood audiences including child care, public schools and Head Start. While these modules were designed to be used with a range of audiences, it will be important to refine the training based on your specific audience.
Icons: Icons cue the speaker when to engage participants in small- and large-group discussions, use overheads, show video clips, and begin activities.
Learner Objectives: Each module begins with a list of key Learner Objectives that session participants are expected to have mastered following the completion of each module.
Suggested Agenda: Each module also includes a suggested agenda that lists the order of topics with the approximate time period each activity will take. List of Materials Needed: This list details the specific materials needed to implement the activities described in each module. Handouts: A master copy of each of the handouts for session participants is provided for each module. In order to adequately address all components of the model presented in Figure 1, the content of the modules should be presented sequentially across 5 days.
Participants should be encouraged to attend the training in teams in order to build support for participants both during the training and as they work toward implementing these practices in their programs. A final consideration is the need to individualize the training to meet the unique and diverse needs of the audience.
Mark Landman, from PM Productions of Champaign, was responsible for the development of the video.
This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S.
Great for educators of preschool children through 2nd grade, parents and grandparents alike!
Enter your email address to subscribe to this blog and receive notifications of new posts by email. This framework, The Teaching Pyramid, is more fully described in the accompanying article from Young Children that may be found in Module 4 (Handout H4.7).
Behavior that is challenging may manifest as attachment difficulties, sleeping and eating difficulties, excessive crying, and difficulty in soothing. These relationships are essential to implementing effective practices to support children’s social emotional development.
When the Teaching Pyramid is implemented, there will be a small number of children who have challenging behavior that is unresponsive to the foundational levels of the pyramid. The modules reflect a commitment to promoting social emotional development in all children. The training content in the modules will provide early childhood programs with information on how to implement a full continuum of evidence-based practices that are essential to supporting young children’s social and emotional development.
This foundation includes the ability to solve problems, communicate emotions appropriately and effectively, and build friendships. This suggests the need for identifying the meaning and the skills that the child needs to communicate that meaning more effectively.
This module focuses on identifying barriers to the effective use of these practices and strategies for addressing those barriers. You may find that you can cover some modules in less time with very experienced audiences or that you might need to spend more time for less experienced audiences.
The time allotments are provided to help presenters anticipate the amount of time needed to cover each topic, thus enabling presenters to plan accordingly.
Videos are used as part of activities, to stimulate discussions with the session participants, or to demonstrate content. Additional staff supported various aspects of the development of the modules: Deb Holderer, Marcia Siders, Amanda Quesenberry, Jill Thompkins, Greg Cheatham and Johnell Bentz, University of Illinois at Urbana-Champaign and Jill Giacomini, University of Colorado at Denver.

Department of Health and Human Services, Administration for Children and Families (Cooperative Agreement N.
He is one of the most outstanding teachers I have ever met, who introduced me to the fabulous world of meditation and a breathtaking discovery of my inner self. The Teaching Pyramid is designed to guide the practitioner in understanding the importance of children’s social emotional competence in terms of school readiness and the prevention of challenging behavior.
Challenging behaviors may be defined as behaviors that interfere with the development and maintenance of reciprocal, positive, and nurturing relationships with the parent or caregiver. The next level of the model reflects the importance of designing environments that support children’s success by engaging them in meaningful activities, teaching them about the expectations of the environment, and implementing a schedule that is predictable and engaging to each child (Module 1).
In addition, the modules include information about more intensive interventions that are needed when children have significant social emotional needs and challenging behavior. A notable feature of the modules is the inclusion of the Inventory of Practices for Promoting Social Competence. This module focuses on effective strategies for observing children and identifying the meaning of their behavior as a means of identifying skills that could be targeted for instruction. However, presenters are encouraged to adapt the agenda based on the needs and skills of their respective session participants.
PowerPoint handouts are included in each module and should be distributed at the beginning of each session. The Inventory and Action Plan are designed to be used by individual participants to identify and prioritize their training needs.
The Inventory of Practices for Promoting Social Emotional Competence is included as a handout in Module 1 and used throughout all of the modules. First, trainers should consider the diversity of the group and ensure that the activities and examples are adapted to address the needs of the participants. He taught me the importance of making time to know my finer qualities,as this is an essential pre-requisite to awakening.What is really uplifting about his courses is that they are full of FUN! The revisions are based on feedback from trainers who have used them in a variety of settings. A major focus of the training content is on the strategies that early educators can use to promote children’s development. Challenging behavior, as a pattern of behavior, is noted by considering the relationship of the child and adult and the difficulties that are manifested in the dyadic exchange.
Classroom preventive practices include designing physical environments in ways that support the development and use of appropriate behavior and social skills, providing developmentally appropriate materials that promote children’s engagement, teaching children about rules and expectations, and using positive attention and encouragement to support prosocial behavior. The children who persist in displaying challenging behavior are best supported through intensive and individualized approaches that are focused on identifying the environmental factors that are related to challenging behavior, the use of individually determined prevention strategies to support the child in engaging in appropriate behavior, and the instruction of new skills to replace challenging behavior. The importance of working with families and building teams is woven throughout the four primary content areas related to supporting children’s social emotional development and preventing challenging behavior. The inventory provides program staff with a self-evaluation tool to guide self-reflection and the identification of program needs. In addition, examples, vignettes, and ideas to generate discussion or respond to possible participant comments and questions are included. The Inventory and Action Plan can be completed ahead of time or as part of the ongoing activities with each module. They are also available on a VHS tape and are separated by Module in the order in which they appear in the trainer scripts.
This Inventory could be used to prioritize training needs when a full 5-day period of time is not available to implement the training as designed in the modules. Second, the Inventory described above could be used to identify and prioritize specific training needs. The contents of this publication do not necessarily reflect the views or policies of the U.S. Behram has an infectious laugh and with his hilarious jokes and stories, has his students rolling on the floor with laughter.
In addition, the revisions reflect feedback from early childhood professionals who have participated in training experiences in which the materials have been used. In addition to a focus on prevention and promotion, we provide a team based approach to developing individualized plans for children with ongoing challenging behavior. The two levels of practices, presented in Module 1, ensure that the majority of children will engage in appropriate social behavior and flourish in their emotional development. Modules 3a and 3b provide instruction on the use of the process of Positive Behavior Support to address the needs of children who have intensive and persistent challenging behavior. The inventory includes an action plan that may be used to target areas for program improvement and identify the resources and supports needed to ensure that the identified practices are implemented. Presenters will want to carefully read through all activities within a module and make sure they have access to the needed materials. Additional handouts specific to each module, such as sample certificates, blank data collection forms, and a list of strategies, are listed on the first page of each module.
In addition, many of the activities require small groups to work and then report back to the full group. Third, reflection activities could be added to have participants reflect on how to apply the content with children and families. Department of Health and Human Services, nor does mention of trade names, commercial projects, or organizations imply endorsement by the U.S.
Like little children, we demand and listen to his bedtime stories with rapt attention, which illustrate the teachings for the day.Behram has a very positive and empowering outlook on life, which rubs off on his students, lighting the spark of commitment in their hearts to live more enriching and inspiring lives. The content of the modules is consistent with evidence-based practices identified through a thorough review of the literature. We define challenging behavior as any repeated pattern of behavior that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults.
The practices that one would use for addressing the needs of infants and young toddlers are not addressed in these training materials.
It is important to note that research indicates that the first two levels of the Teaching Pyramid are absolutely essential for all children but that some children will need additional focused and systematic strategies to support their social and emotional development.
If the full group is so large that this reporting time would exceed the allotted time, trainers should consider either eliminating the reporting part of the activity or having different small groups report back to each other.
He encourages all his students to view all life-situations as a blessing because only then can we see the extraordinary in the ordinary.

Figure 1 provides a graphic representation of a model for promoting children’s social emotional development and preventing challenging behavior.
The teaching pyramid: A model supporting social competence and preventing challenging behavior in young children. While some children's challenging behaviors are developmentally normative and effectively addressed through adult vigilance and the use of appropriate guidance procedures, the materials in the modules are focused on identifying evidence-based practices for addressing challenging behaviors that are persistent or unresponsive to those approaches. These materials are focused on practices you would use primarily with children who are two through five years of age. The third level of the teaching pyramid addresses the need for systematic ways to support children in developing competence in emotional literacy, problem solving, impulse control, and friendship skills.
Petit High School for GirlsMumbai, India Behram came into my life in early 1995, as a spiritual guide and mentor. In situations where a disproportionate number of children are from high risk environments, a greater percentage of children will need focused instruction to develop social competence. Module 2 provides information on the implementation of effective social emotional teaching strategies (the third level of the Teaching Pyramid). These strategies are used to teach important skills, such as expressing emotions appropriately, solving problems, and building friendships.
Although I was an Architecture student at the time I met Behram, I felt that life was pointing me elsewhere and, therefore, through the classes, I acquired enough clarity and courage to let go of this vocation, and follow my true calling, instead.This led me to explore various courses on mind-body enhancement, such as NLP, Kinesiology and Yoga, as a way of living more authentically. I am now a Yoga teacher and am able to express myself in ways that bring tremendous satisfaction and joy in my life, as I see my students benefit from what I offer.Looking back upon the time before these changes occurred in my life, I see how beautifully and gently, Behram led me out of the dark prison of a suffocating lifestyle, into the brilliance of living life to the fullest, in dedicated service to others. However, life had other plans for me as I ended up at the Nembutsu Centre, instead, situated in a lovely apple orchard on the outskirts of town. Until that fateful day when I met Behram, I thought I knew all about life and how it is to be lived. As my practice unfolded, I found out that I was way off the track in my understanding of life and realized that things were totally contrary to what I had so far envisioned them to be.I also discovered that spirituality was no longer beyond my reach and that it lies within the simplest aspects of living. I listened to one introductory talk and was instantly intrigued and before long deeply inspired. I found out later that the other students too experience the same relevance and intimacy with the way he presents the teachings.I stayed on at the Centre for three months because I knew there was much more to be discovered about myself and the world I lived in. I would definitely have stayed on much longer, but the centre was closing for winter and I had to move on, to practice what I had joyfully learned in those magical three months at NC, which was situated in the midst of the beautiful and fascinating Himalayan ranges.It is clear to me that Behram understands the subtle intricacies of life as I observe his behavior through his speech and his actions, which is a rare thing indeed. And even more stirring than this, for me, is that Behram is able to express the teachings of the Buddha in such a profoundly simple manner, that I not only grasp the message intellectually, but also feel deeply motivated to apply what I learn in practical terms, in my everyday actions.I have had teachers and coaches at school and in sport, but I did not have one to guide me through the snakes and ladders of life.
From the time we first met, I have attended several retreats under his loving and skilled guidance, the longest being for three months in the lap of the Himalayas, in North India. So far, every experience I have had of Behram's teachings has been imbued with a beautiful simplicity and a profound depth. Behram's remarkable clarity and presence brings a fresh and exhilarating perspective to the issues in my life - a perspective that is so pure and integrated, that its truth is self evident.
Just coming into contact with this has brought me an enormous sense of relief, hope and enthusiasm for life.The energy in his classes, while on retreats, is very inspiring and greater than in any other learning environment I have ever been in.
The classes are enormous fun, and somehow within the lightness and laughter there is a gentle power, which nurtures me as a student to be intimately involved in the process of true learning, which is not just a matter of simply acquiring information. It is only through Behram's classes and the creative exercises he introduced me to, that I was able to view life from a whole-brain perspective. As such, I chose to listen to my heart and resigned from my career after many years of service, in order to pursue what gave me far more satisfaction.
Therefore, my present career ~ which I love immensely ~ is as a school teacher on the beautiful island of Samsoe, in Denmark.Dear Behram, I thank you and myself for the great effort we both made, to lift me out of my mediocre frequencies into inspirational ones. And inevitably, the void inside me grew larger each day, because the end of craving is not achieved by feeding the illness.Meeting Behram in 2002 was the turning point in my life. Thanks to Behram's retreats and interactive style of teaching, I was led ever so skilfully to discover some surprisingly extraordinary answers within myself. I have studied Buddhism at Kopan Monastery in Nepal, I have left my corporate employer of 19 years and I am now discovering what really makes my heart sing. Trust in yourself, open this door to a spectacular discovery of what is finest in you by attending Master B's classes. Having graduated from university with two degrees and established a successful career, I still felt that something was missing. I had no knowledge whatsoever of the Buddha's teachings and my many attempts to meditate up to that point had been frustrating.
Coming to a retreat with a beginner's mind was the best thing I did, as I arrived fresh and with no expectations and WOW!
He communicates complex ideas in simple and easy to understand terminology without any jargon. In this gifted manner in which he presents the teachings, there is not a single minute where his students feel bored or restless. I am now much happier, I love what I do, and I feel empowered to be true to myself and others more and more every day. I had not laughed or had that much fun in years and through this process,I gained a sense of peace, love and understanding that - even today - keeps me balanced and happy a lot more often than ever before. My relationships and my career fell into place, and today I feel fulfilled in a multitude of ways.So, my message to anyone considering going on a retreat? Five workshops, two retreats and a few years later, I am grateful for the guidance and wisdom Behram has bestowed upon me.He has challenged me, nurtured my development and encouraged me to live with greater enthusiasm and passion for life.
The description of the seminar mentioned that the teacher had a wonderful sense of humor and next to this description was this picture of a guy with big loving eyes.
I thought to myself.The course I attended was inspirational and despite different backgrounds, cultures and religions, the truth and wisdom presented by Behram was universal. After this first workshop, I then attended the retreat in Byron Bay, which brought another great wave of joy and inspiration.I have now been under Master B’s guidance for the last 6 years.

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