The Pyramid Model was first introduced to Australia in 2011.
Australian evidence suggests that use of Pyramid Model practices positively impacts outcomes for children, educators, educator teams and families. When educators and families use Pyramid Model practices, they increase all children’s social-emotional competencies individually and in groups, whether the children are typically developing or experiencing challenges to their social success and emotional wellbeing. Pyramid Model practices support families with their parenting and enhance individual educator skills, sense of competence and confidence, and educator team-work.
Australian research: the Victorian preschool pilot
Fidelity
QUESTION
The extent to which teachers who were trained and coached in the Pyramid Model implement the model with fidelity.
Sustained change
QUESTION
Did Pyramid Model implementation fidelity increase over time and was this increase sustained?
Coaching
QUESTION
Were there measurable differences in behaviour change between educators trained and coached and those trained without subsequent coaching?
Perceptions
QUESTION
Did educators’ perceptions of the importance of children’s social-emotional skill building change over time?
Child outcomes
QUESTION
Did the Pyramid Model intervention promote the social-emotional skills of the preschool children?
Janene Swalwell and Louise McLean undertook the pilot implementation of the Pyramid Model in Victorian preschools. Dr Tim Moore presented the paper by Swalwell & McLean (2021) in the first Research Snapshot presentation for PRECI to honour the contribution of Janene Swalwell in the early childhood field, and to promote the use of the Pyramid Model to promote social emotional development in mainstream early childhood services.
Learn more about Australian research
Contact the Executive Office for further information on research and implementation in Australia.
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