Self reflection is a requirement of any type of growth or change. Without it, we cannot recognise where we are or how our journey may look. The Teaching Pyramid Inventory of Practices provides a series of self -reflection questions focussed on each tier, in order to assist in the development and maintenance of quality inclusive practice.
1. Universal Promotion: anticipates that all children and families will have equitable access and be accommodated at their own level of ability in the implementation and creation of an Effective Workforce, Nurturing and Responsive Relationships and High Quality Supportive Environments. This is also a requirement of the Australian National Quality Standards and informs the Early Years Learning Framework. Specifically, the seven elements of the NQS require all ECEC services to provide: Educational program and practice
Children’s health and safety
Physical environment
Staffing arrangements
Relationships with children
Collaborative partnerships with families and communities
Leadership and service management
This Promotion level effectively enables c. 70% of children to meaningfully participate in their environment through the establishment of an effective workforce, positive relationships and supportive environments. There will be in place provision for every child to have a sense of Belonging, Being and Becoming.
2. Secondary Prevention: recognises that there will be some children who will require targeted learning experiences to assist in the development of social and emotional competencies. The Social Emotional Teaching Strategies that Early Childhood Educators and Carers will implement, will support all children and aim to explicitly meet the need of the c. 25% of children who require this intentional teaching to support their sense of Belonging, Being and Becoming. Recognising where children are in their stages of learning of any particular area will enable the practitioner to identify how, when, why and with whom to focus specific learning skills and strategies. Developing social and emotional competencies will enable development in all other areas.
3. Tertiary Intervention: is individualised for specific children who are exhibiting challenging behaviours - even within inclusive environments, relationships and social and emotional supports in the ECEC setting. The supports at this level will be collaborative in nature, and require the use of the effective workforce, relationship and knowledge of play acquisition in order to work. Functional Assessments which include observation and shared discussions will inform the Positive Behaviour Support plans that support the c. 5% of children at this level of the Pyramid. This level requires the most amount of focus in training. It is a positive, strengths-based approach which simplifies the function of challenging behaviour and challenges adult responses. To expand upon these three elements of the four tiered framework, you can request information, training and mentoring through the Teaching Pyramid Facilitator, Sara Stockman, on 0269 2384200 SStockman@kw.org.au. Take some time to explore the tabs, and complete the survey under training modules when you are ready to explore implementation.
