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Supporting Social-Emotional Development of Young Children: Pyramid Model

Yıl 2021, Cilt: 3 Sayı: 1, 1 - 22, 15.12.2021
https://doi.org/10.37233/TRSPED.2021.0110

Öz

Supporting the social-emotional development of children in the preschool period is of critical importance for children in terms of learning, behavior, and social acceptance. For this reason, supporting the social-emotional development of preschool children by teachers is very important in terms of children's development and learning processes. In recent years, there are many preventative and remedial strategies and intervention approaches that have been proven by research to support the social-emotional development and learning processes of young children. One of these intervention approaches is the Pyramid Model. In this study, it is aimed to introduce the Pyramid Model, which is one of the preventive intervention programs developed to support the social-emotional development of children in the preschool age group and to prevent problem behaviors. For this reason, all aspects of the Pyramid Model, which is pedagogically compatible with the curriculum and functioning in this context, are discussed in this study. It is thought that the introduction of the Pyramid Model will guide early childhood studies that aim to support the social-emotional development of young children in the national literature.

Kaynakça

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Küçük Çocukların Sosyal-Duygusal Gelişiminin Desteklenmesinde Piramit Modeli

Yıl 2021, Cilt: 3 Sayı: 1, 1 - 22, 15.12.2021
https://doi.org/10.37233/TRSPED.2021.0110

Öz

Okul öncesi dönemde çocukların sosyal-duygusal gelişiminin desteklenmesi çocuklar için öğrenme, davranış ve sosyal kabul açısından kritik öneme sahiptir. Bu nedenle öğretmenler tarafından okul öncesi dönemdeki çocukların sosyal-duygusal gelişimlerinin desteklenmesi, çocukların gelişimi ve öğrenme süreçleri açısından oldukça önemlidir. Son yıllarda küçük çocukların sosyal-duygusal gelişimini ve öğrenme süreçlerini desteklemeye yönelik önleyici ve iyileştirici nitelikte, etkililiği araştırmalar tarafından kanıtlanmış birçok strateji ve müdahale yaklaşımı bulunmaktadır. Bu müdahale yaklaşımlarından biri de Piramit Modelidir. Bu çalışmada, okulöncesi yaş grubundaki çocukların sosyal-duygusal gelişimlerini desteklemek ve problem davranışlarını önlemek amacıyla geliştirilen önleyici müdahale programlarından biri olan Piramit Modelinin tanıtılması amaçlanmaktadır. Bu nedenle çalışmada, müfredat programlarıyla pedagojik açıdan uyumlu olan ve bu bağlamda işlevsellik gösteren Piramit Modelinin aşamaları tüm yönleriyle ele alınmaktadır. Piramit Modelinin tanıtılmasının ulusal alanyazında küçük çocukların sosyal-duygusal gelişimlerini desteklemeyi hedefleyen erken çocukluk dönemi araştırmalarına yol göstereceği düşünülmektedir.

Kaynakça

  • Adams, J. M. (2012). Assessing the effectiveness of individualized behavior support interventions for children with challenging behavior in early care and education settings (Unpublished doctoral dissertation). Vanderbilt University.
  • Algozzine, B., Horner, R. H., Sugai, G., Barrett, S., Dickey, S. R., Eber, L., & Tobin, T. (2010). Evaluation blueprint for school-wide positive behavior support. National Technical Assistance Center on Positive Behavior Interventions and Support. www.pbis.org/evaluation/evaluation_blueprint.aspx
  • Altun-Könez, N. (2017). Olumlu davranış destekleri: Sorunlu davranışların yönetimi ve önlenmesi. H. Bakkaloğlu & B. Sucuoğlu (Çev. Ed.). Okulöncesinde bütünleştirmeyi hayata geçirme (ss.195-218) içinde. Nobel Akademik Yayıncılık.
  • Arıkan, A., Fernie, D. E., & Kantor, R. (2017). Supporting the professional development of early childhood teachers in head start: A case of acquiring technology proficiency. İlköğretim Online, 16(4), 1829-1849. http://doi.org/10.17051/ilkonline.2017.342996
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  • Fullerton, E. K., Conroy, M. A., & Correa, V. I. (2009). Early childhood teachers’ use of specific praise statements with young children at risk for behavioral disorders. Behavioral Disorders, 34(3), 118–135. https://doi.org/10.1177/019874290903400302
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  • Harkins, D. M. (2013). Coaching in the context of social-emotional development: Implications for targeted early childhood professional development. University of California.
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  • Hemmeter, M. L., & Conroy, M. A. (2018). Advancement of evidence-based programs for young children with social and emotional learning difficulties. School Mental Health, 10(3), 199–201. https://doi.org/10.1007/s12310-018-9275-2
  • Hemmeter, M. L., & Fox, L. (2009). The Teaching Pyramid: A model for the implementation of classroom practices within a program-wide approach to behavior support. NHSA DIALOG, 12(2), 133-147. https://doi.org/10.1080/15240750902774718
  • Hemmeter, M. L., Fox, L., & Snyder, P. (2008). Teaching Pyramid Observation Tool—Research Edition (Unpublished assessment instrument). Vanderbilt University.
  • Hemmeter, M. L., Fox, L., & Snyder, P. (2014). Teaching Pyramid Observation Tool—Research Edition [Manual]. Brookes.
  • Hemmeter, M. L., Fox, L., & Snyder, P., (2013). A tiered model for promoting social-emotional competence and addressing challenging behavior. In V. Buysse & E. Peisner-Feinberg (Eds.), Handbook of response to intervention in early childhood (pp. 85-101). Brookes.
  • Hemmeter, M. L., Hardy, J. K., Schnitz, A. G., Adams, J. M., & Kinder, K. A. (2015). Effects of training and coaching with performance feedback on teachers’ use of Pyramid Model practices. Topics in Early Childhood Special Education, 35(3), 144-156. https://doi.org/10.1177/0271121415594924
  • Hemmeter, M. L., Ostrosky, M., & Fox, L. (2006). Social and emotional foundations for early learning: A conceptual model for intervention. School Psychology Review, 35(4), 581-6013. https://doi.org/10.1080/02796015.2006.12087963
  • Hemmeter, M. L., Snyder, P. A., Fox, L., & Algina, J. (2016). Evaluating the implementation of the Pyramid Model for promoting social-emotional competence in early childhood classrooms. Topics in Early Childhood Special Education, 36(3), 133-146. https://doi.org/10.1177/0271121416653386
  • Hemmeter, M. L., Snyder, P., & Fox, L. (2017). Using the Teaching Pyramid Observation Tool (TPOT) to support implementation of social–emotional teaching practices. School Mental Health, 10(3), 202-213. https://doi.org/10.1007/s12310-017-9239-y
  • Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.). Individualized supports for students with problem behavior: Designing positive behavior plans. (pp. 359-390). Guilford Press.
  • Joseph, G., & Strain, P. S. (2010). Teaching young children interpersonal problem-solving skills. Young Exceptional Children, 13(3), 28-40. https://doi.org/10.1177/1096250610365144
  • Kalkan, S. (2019). Sosyal-duygusal gelişimi risk altında olan okul öncesi çocuklarına yönelik piramit modeline dayalı uygulama temelli koçluk desteği içeren öğretmen mesleki gelişim programının etkililiği (Yayımlanmamış doktora tezi). Gazi Üniversitesi.
  • Kalkan, S. & Rakap, S. (2021). Okul öncesi dönemde sosyal-duygusal gelişimin desteklenmesi: Piramit Modeli ile ilgili çalışmaların gözden geçirilmesi ve ayrıntılı bibliyografisi. Yaşadıkça Eğitim, 35(2), 311-332. https://doi.org/10.33308/26674874.2021352280
  • Karaoğlu, H., & Ünüvar, P. (2017). Okul öncesi dönem çocuklarının gelişim özellikleri ve sosyal beceri düzeyleri. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (43), 231-254.
  • Kim, J., Murdock, T., & Choi, D. (2005). Investigation of parents' beliefs about readiness for kindergarten: An examination of National Household Education Survey (NHES: 93). Educational Research Quarterly, 29(2), 3-17.
  • Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33, 279–299. https://doi.org/10.1177/0888406410371643
  • Kretlow, A. G., & Blatz, S. L. (2011). The ABCs of evidence-based practice for teachers. Teaching Exceptional Children, 43(5), 8-19. https://doi.org/10.1177/004005991104300501
  • Lam, L. T., & Wong, E. M. (2017). Enhancing social-emotional well-being in young children through improving teachers’ social-emotional competence and curriculum design in Hong Kong. International Journal of Child Care and Education Policy, 11(15), 51-14. https://doi.org/10.1186/s40723-017-0031-0
  • Lucyshyn, J.M., Dunlap, G., & Freeman, R. (2015). A historical perspective on the evolution of positive behavior support as a science-based discipline. In F. Brown, J. Anderson, & R. DePry (Eds.), Individual positive behavior supports: A standards-based guide to practices in school and community-based settings (pp. 3-25). Paul H. Brookes Publishing.
  • Luo, L., Snyder, P., Clark, C. L., & Hong, X. (2017). Preschool teachers' use of Pyramid Model practices in Mainland China. Infants & Young Children, 30(3), 221-237. https://doi.org/10.1097/IYC.0000000000000096
  • Lynch, S. A., & Simpson, C. G. (2010). Social skills: Laying the foundation for success. Dimensions of Early Childhood, 38(2), 3-12.
  • McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2017). SEL interventions in early childhood. The Future of Children, 27(1), 33-47.
  • Meadan, H., & Jegatheesan, B. (2010). Classroom pets and young children. YC Young Children, 65(3), 70-77.
  • Meece, D., & Soderman, A. K. (2010). Positive verbal environments: Setting the stage for young children’s social development. Young Children, 65(5), 81–86.
  • National Professional Development Center on Inclusion. (2008). What do we mean by professional development in the early childhood field? https://npdci.fpg.unc.edu/sites/npdci.fpg.unc.edu/files/resources/NPDCI_ProfessionalDevelopmentInEC_03-04-08_0.pdf
  • O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K–12 curriculum intervention research. Review of Educational Research, 78(1), 33-84. https://doi.org/10.3102/0034654307313793
  • Ocak, Ş., & Arda, T. B. (2014). Okul öncesi dönemde önleyici müdahale edici programların karşılaştırılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(4), 171-188.
  • Ostrosky, M. M., & Meadan, H. (2010). Helping children play and learn together. YC Young Children, 65(1), 104-110.
  • Özyürek, A. (2015). Okul öncesi çocukların sosyal beceri düzeyleri ile anne tutumları arasındaki ilişkinin incelenmesi. Milli Eğitim Dergisi, 106-120.
  • Pianta, R.C., La Paro, K.M., & Hamre, B.K. (2008). Classroom assessment scoring system manual: Pre-K. Paul H. Brookes Publishing.
  • Pierce, J., & Johnson, C. L. (2010). Problem solving with young children using persona dolls. Young Children, 65(6), 106-108.
  • Rakap, S. (2016). Özel eğitimde bilimsel dayanaklı uygulamalar. Aksoy, V. (Ed.), Özel eğitim (ss. 181-211) içinde. Pegem Akademi.
  • Rakap, S., & Parlak‐Rakap, A. (2011). Effectiveness of embedded instruction in early childhood special education: A literature review. European Early Childhood Education Research Journal, 19(1), 79-96. https://doi.org/10.1080/1350293X.2011.548946
  • Rakap, S., Balikci, S., Kalkan, S., & Aydin, B. (2018). Preschool teachers’ use of strategies to support social-emotional competence in young children. International Journal of Early Childhood Special Education, 10(1), 11-25. http://doi.org/10.20489/intjecse.454103
  • Rashid, H. M. (2009). From brilliant baby to child placed at risk: The perilous path of African American boys in early childhood education. The Journal of Negro Education, 7(3), 347–358. Sailor, W., Dunlap, G., Sugai, G., & Horner, R. (2009) (Eds). Handbook of positive behavior support. Springer.
  • Schwartz, D., Gorman, A. H., Nakamoto, J., & McKay, T. (2006). Popularity, social acceptance, and aggression in adolescent peer groups: Links with academic performance and school attendance. Developmental Psychology, 42(6), 1116-1127. https://doi.org/10.1037/0012-1649.42.6.1116
  • Senemoğlu, N. (2018). Gelişim, öğrenme ve öğretim: Kuramdan uygulamaya (25. baskı). Anı Yayıncılık.
  • Simeonsson, R.J. (1991). Primary, secondary, and tertiary prevention in early intervention. Journal of Early Intervention, 15, 124–134.
  • Snyder, P. A., Hemmeter, M. L., Fox, L., Bishop, C. C., & Miller, M. D. (2013). Developing and gathering psychometric evidence for a fidelity instrument: The Teaching Pyramid Observation Tool–Pilot Version. Journal of Early Intervention, 35(2), 150-172.
  • Snyder, P., & Wolfe, B. (2008). The big three process components of effective professional development: Needs assessment, evaluation, and follow-up. In P. J. Winton, J. A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 13–52.). Zero to Three.
  • Snyder, P., Hemmeter, M. L., Artman, K., Kinder, K., Pasia, C., & McLaughlin, T. (2012). Characterizing key features of the early childhood professional development literature. Infants and Young Children, 25, 188–212.
  • Snyder, P., Hemmeter, M. L., McLean, M., Sandall, S., McLaughlin, T., & Algina, J. (2018). Effects of professional development on preschool teachers’ use of embedded instruction practices. Exceptional Children, 84(2), 213-232.
  • Snyder, P., McLaughlin, T., & Denney, M. (2011). Frameworks for guiding program focus and practices in early intervention. In J. M. Kauffman & D. P. Hallahan (Series Ed.) & M. Conroy (Section Ed.), Handbook of special education: Section XII Early identification and intervention in exceptionality (pp. 716-730). Routledge.
  • Strain, P. S., & Timm, M. A. (2001). Remediation and prevention of aggression: An evaluation of the Regional Intervention Program over a quarter century. Behavioral Disorders, 26(4), 297-313. https://doi.org/10.1177/019874290102600409
  • Sucuoğlu, B., & Bakkaloğlu, H. (2015). Okul öncesinde kaynaştırma: Öğretmen eğitimi. Pegem Akademi.
  • Sugai, G., Horner, R.H., Dunlap, G., Hieneman, M., Lewis, T.J., Nelson, C.M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A.P., Turnbull, H.R. III, Wickham, D., Ruef, M., & Wilcox, B. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2, 131-143.
  • Technical Assistance Center on Social Emotional Intervention for Young Children. (2018). Creating teaching tools for young children with challenging behaviors: Folder four-turtle technique. http://challengingbehavior.cbcs.usf.edu/TACSEI/do/resources/teaching_tools/ttyc_toc.htm
  • Trivette, C. M., Raab, M., & Dunst, C. J. (2012). An evidence-based approach to professional development in Head Start classrooms. NHSA Dialog, 15(1), 41-58. https://doi.org/10.1080/15240754.2011.636489
  • Türk Eğitim Derneği. (2017). Türkiye’de erken çocukluk eğitimi ve bakımı: Mevcut durum ve öneriler. https://tedmem.org/download/turkiyede-erken-cocukluk-egitimi-bakimi-mevcut-durum-oneriler?wpdmdl=2430
  • Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J., Bricker, D., & Kaufman, M. J. (1996). Integrated approaches to preventing antisocial behavior patterns among school age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194-209.
  • Walker, H. M., Severson, H. H., & Feil, E. G. (1995). Early screening project manual. Sopris West.
  • Waltz, M. (2013). The importance of social and emotional development in young children. https://childrensacademyonline.net/wpcontent/uploads/2013/01/Importanceof-SEL-In-Early-Childhood-Devt.pdf
  • Wright, J. D., & Steed, E. A. (2021). Implementing the Pyramid Model in a turnaround elementary school. Preventing School Failure: Alternative Education for Children and Youth, 1-9. https://doi.org/10.1080/1045988X.2021.1898320
  • Yücesoy-Özkan, Ş. (2013). Okul öncesi sınıflarında sınıf yönetimi ve problem davranışların kontrolü. B. Sucuoğlu & H. Bakkaloğlu (Eds.), Okul öncesinde kaynaştırma: Ne, ne zaman, nerede, neden, nasıl, kim? (ss. 191-260) içinde. Kök Yayıncılık.
  • Zirpoli, T., & Melloy, K. (1997). Behavior management: Applications for teachers and partners (2nd edition). Prentice Hall.
Toplam 90 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Makaleler
Yazarlar

Sinan Kalkan 0000-0001-6890-6421

Yayımlanma Tarihi 15 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 3 Sayı: 1

Kaynak Göster

APA Kalkan, S. (2021). Küçük Çocukların Sosyal-Duygusal Gelişiminin Desteklenmesinde Piramit Modeli. Turkish Journal of Special Education Research and Practice, 3(1), 1-22. https://doi.org/10.37233/TRSPED.2021.0110