Fostering the healthy development of young minds in early care and education optimizes early literacy skills acquisition. It requires providing the best possible support to nurture children’s social, emotional, and academic growth. Two research-based frameworks have emerged as guiding principles: Multi-Tiered System of Supports (MTSS) and the Pyramid Model. By understanding and implementing these approaches, early care and education providers can create inclusive environments that empower every child to thrive.
- The Foundation of Multi-Tiered System of Supports (MTSS)
MTSS is a comprehensive and data-driven framework designed to address the diverse needs of students. Rooted in Response to
Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS), MTSS provides a tiered approach to identify and support children at various levels of need. The core philosophy of MTSS revolves around early intervention and the prevention of academic and behavioral challenges.
Three Tiers of MTSS:
a. Tier 1: Universal Supports – In the context of early education, Tier 1 refers to the strategies and practices that are implemented for all children in the classroom. This includes evidence-based teaching methods, positive behavior strategies, and a supportive learning environment that encourages every child’s development.
b. Tier 2: Targeted Supports – For students who require additional assistance beyond the universal level, Tier 2 interventions are put in place. This involves targeted small group interventions that focus on specific needs and challenges faced by individual children.
c. Tier 3: Intensive Supports – The top tier of MTSS caters to children who require personalized and intensive interventions due to significant challenges in their learning or behavior. These interventions are highly individualized and may involve collaborations with specialists and other support services.
MTSS in Early Education Settings:
In early education settings, MTSS is an invaluable tool for identifying developmental delays, learning difficulties, and social-emotional issues at an early stage. By addressing these challenges proactively, early care and education providers can ensure that each child has a strong foundation for future academic success and emotional well-being.
2. Nurturing Social-Emotional Development with the Pyramid Model
The Pyramid Model is a research-based approach that focuses on promoting social-emotional competence in young children. Shaped by the belief that social-emotional development is the cornerstone of all other learning, the Pyramid Model outlines a multi-tiered system to create nurturing and responsive environments.
Three Tiers of the Pyramid Model:
a. Tier 1: Universal Promotion – At the base of the pyramid, Tier 1 encompasses the promotion of positive social-emotional development for all children in the classroom. This includes nurturing relationships, creating a sense of belonging, and teaching essential emotional regulation skills.
b. Tier 2: Targeted Prevention – For children who may be experiencing mild or persistent social-emotional challenges, Tier 2 provides targeted interventions. These may involve specific social skills training, emotional literacy exercises, and guidance in conflict resolution.
c. Tier 3: Individualized Interventions – The apex of the pyramid caters to children with significant social-emotional difficulties. Tier 3 interventions involve highly individualized support plans, family engagement, and collaboration with mental health professionals if necessary.
Benefits of the Pyramid Model in Early Education:
The Pyramid Model has proven to be instrumental in fostering a positive and supportive early learning environment. By emphasizing social-emotional well-being, the model equips children with essential life skills, reduces challenging behaviors, and enhances overall academic success.
MTSS (Multi-Tiered System of Supports) and the Pyramid Model are two essential frameworks that play a pivotal role in supporting inclusive services for children with disabilities in general educational settings. MTSS is designed to provide a comprehensive and personalized approach to meet students’ diverse needs. Within this system, children with disabilities receive targeted interventions and support at various tiers of intensity, ensuring that they receive appropriate assistance based on their specific needs. On the other hand, the Pyramid Model is centered on promoting social-emotional development and reducing challenging behaviors in young children. By emphasizing positive relationships and creating supportive learning environments, the Pyramid Model helps early care and education providers better understand and respond to the unique needs of children with disabilities. Together, MTSS and the Pyramid Model work hand-in-hand to empower practitioners, therapists, and parents to collaboratively address the academic, social, and emotional growth of children, fostering an inclusive and nurturing learning environment where every child can thrive.
In the dynamic world of early care and education, MTSS and the Pyramid Model stand out as beacons of hope, ensuring that all children receive the support they need to be successful. By implementing these evidence-based frameworks, early care and education settings can create inclusive, nurturing environments where every child’s unique needs are recognized and addressed. Adopting these models wholeheartedly can empower all children to flourish and reach their full potential.
Lynne Hall is a Research Associate at the Early Childhood Center. She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction, equity in early childhood education, and inclusive classroom practices.
Email her at hallma@iu.edu
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