{"title":"A Scoping Literature Review of the Pyramid Model","authors":"Mia Chudzik, Catherine Corr","doi":"10.1007/s10643-025-01852-8","DOIUrl":null,"url":null,"abstract":"<p>Children in the early childhood years experience trauma at high rates. Trauma can impact children’s social-emotional, cognitive, and physical development, as well as their behavior in the classroom. Therefore, early childhood education professionals need to be prepared to support children through the use of trauma-informed care. The Pyramid Model is a framework for early childhood educators that promotes social-emotional competence and strives to prevent and address children’s challenging behavior that is used to train both pre-service and in-service early childhood teachers. Because of this, it is critical to understand the connections between the Pyramid Model and trauma-informed care. The initial aim of this scoping literature review was to synthesize the literature available on the Pyramid Model and trauma-informed care. However, due to limited research on the topics together, we had to expand our search to examine the range of research on the Pyramid Model and identify gaps in the literature and future directions related to trauma-informed care and the Pyramid Model.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"1 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-025-01852-8","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Children in the early childhood years experience trauma at high rates. Trauma can impact children’s social-emotional, cognitive, and physical development, as well as their behavior in the classroom. Therefore, early childhood education professionals need to be prepared to support children through the use of trauma-informed care. The Pyramid Model is a framework for early childhood educators that promotes social-emotional competence and strives to prevent and address children’s challenging behavior that is used to train both pre-service and in-service early childhood teachers. Because of this, it is critical to understand the connections between the Pyramid Model and trauma-informed care. The initial aim of this scoping literature review was to synthesize the literature available on the Pyramid Model and trauma-informed care. However, due to limited research on the topics together, we had to expand our search to examine the range of research on the Pyramid Model and identify gaps in the literature and future directions related to trauma-informed care and the Pyramid Model.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field