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Preschool Social–Emotional Data Collection 

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Preschool Social–Emotional Data Collection 

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INDEX & DESCRIPTION

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Preschool Social–Emotional Data Collection INDEX & DESCRIPTION

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About This Toolkit

This toolkit supports educators in observing, documenting, and reflecting on young children’s social and emotional development. Each form aligns with Pyramid Model and Early MTSS principles to promote data-informed decision-making, strengthen relationships, and guide responsive instruction.

These forms are intended as examples and templates. Educators, teams, and programs are encouraged to individualize, modify, and adapt them based on their unique needs, practices, and program goals. The layouts provided here are sample PDFs designed to inspire ideas for your own tools; they are not required formats.

The purpose of this toolkit is to help you:

Build consistent systems for observation and reflection.

Use data to inform instruction and child support strategies.

Document progress in alignment with the Pyramid Model and Early MTSS framework.

Foster collaboration between educators, families, and specialists.

Feel free to recreate or redesign these forms to match your own program’s routines, language, and documentation style. The ultimate goal is to make the process of collecting and reflecting on social–emotional data meaningful, flexible, and child-centered.

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Early MTSS/ Pyramid Model Implementation Roadmap

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Early MTSS/ Pyramid Model Implementation Roadmap

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Early Multi-tiered System of Supports (Early MTSS) Implementation Training Roadmap

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Vermont Pyramid Model PD Calendar 2025-26.docx

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The Children’s Book List includes diverse examples of books!

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The Children’s Book List includes diverse examples of books!

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To promote social-emotional skills such as feelings and emotions, friendships,

kindness, and problem solving.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

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Addressing Exclusionary Discipline: Developing a Child Guidance Policy in Your Program that Supports Inclusion - National Center for Pyramid Model Innovations

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It is critically important that early childhood programs commit to teaching and supporting each and every child and eliminate the use of suspension and expulsion. Join this webinar to learn how your program can develop a child guidance policy that reflects your commitment to all children’s social, emotional, and behavioral success. Our guest speakers have ... Read more

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Vermont- Pyramid Model Affiliate Page [FREE Recorded Modules]

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Vermont- Pyramid Model Affiliate Page [FREE Recorded Modules]

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VT Early MTSS

Pyramid Model Preschool Modules Training

The Pyramid Model is a conceptual framework of evidence-based practices for promoting young children's healthy social and emotional development. This 10-part series will cover all the components of the Pyramid Model. If you are from Vermont, you can view recordings of each session below. If you are interested in Northern Lights credit for this series please complete the Evaluation for Certificate after viewing all of the sessions per module. Participants will need to submit the provided certificate directly to Northern Lights to receive credit.

Module 3a and 3b: Individualized Intensive Interventions: Determining the Meaning of Challenging Behavior and Developing a Behavior Support Plan

Who We Are

Children need positive relationships, and for over 20 years, The Pyramid Model has worked to support social and emotional development in early childhood classrooms. Through evidence-based research, innovative techniques, and global reach, we empower children, birth to 5 years, to succeed in school and life.

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VT Early MTSS Pyramid Model Preschool Modules Training The Pyramid Model is a conceptual framework of evidence-based practices for promoting young children's healthy social and emotional development. This 10-part series will cover all the components of the Pyramid Model. If you are from Vermont, you can view recordings of each session below.

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ACCESS THE REGISTRATION BY CLICKING BELOW

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ACCESS THE REGISTRATION BY CLICKING BELOW

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FREE Early MTSS/ PYRAMID MODEL E-MODULES

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FREE Early MTSS/ PYRAMID MODEL E-MODULES

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RECAP Fall 2022- Spring 2024 Early MTSS Impact Report

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Full Report Early MTSS Impact Report Fall 2022- Spring 2024

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FINAL. Early MTSS Impact Report Fall 2022- Spring 2024

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Entering Behavior Incident Reports (BIRs)

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Entering Behavior Incident Reports (BIRs)

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Entering Children, Employees, And Classrooms

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Entering Children, Employees, And Classrooms

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Entering The Benchmarks of Quality (BOQ)

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Entering The Benchmarks of Quality (BOQ)

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Click below to access the FREE online ASQ Screener tool for families!

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Click below to access the FREE online ASQ Screener tool for families!

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National Center for Pyramid Model Innovations

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Examining Essential PBC Resources to Maximize Coaching Outcomes - National Center for Pyramid Model Innovations

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Does your coaching toolbox need a refresh? Join us as we walk through key coaching resources to help you organize and use your coaching tools with intention. We will show you where to locate each resource and how to use them to enhance your efficiency as a coach. We will highlight resources that have been recently ... Read more

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National Center for Pyramid Model Innovations

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Join us for a discussion about the implementation of the Pyramid Model in family child care homes. The panelists describe how Pyramid Model practices are used in family child care homes, discuss how they coach and support family child care providers, and share examples of the use of Pyramid practices by family child care providers.

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The Pyramid Model Goes to Family Child Care Homes - National Center for Pyramid Model Innovations

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Join us for a discussion about the implementation of the Pyramid Model in family child care homes. The panelists describe how Pyramid Model practices are used in family child care homes, discuss how they coach and support family child care providers, and share examples of the use of Pyramid practices by family child care providers.

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National Center for Pyramid Model Innovations

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Pyramid Model Practices for Family Child Care Homes - National Center for Pyramid Model Innovations

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This resource provides family child care home providers with best practices that can be used to support children at each tier of the Pyramid Model.

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"Inclusion in early childhood programs refers to including children with disabilities in early childhood programs, together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development (cognitive, language, communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging. This applies to all young children with disabilities, from those with the mildest disabilities, to those with the most significant disabilities."

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"Inclusion in early childhood programs refers to including children with disabilities in early childhood programs, together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development (cognitive, language, communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging.

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"Inclusion in early childhood programs refers to including children with disabilities in early childhood programs, together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development (cognitive, language, communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging. This applies to all young children with disabilities, from those with the mildest disabilities, to those with the most significant disabilities."

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"Inclusion in early childhood programs refers to including children with disabilities in early childhood programs, together with their peers without disabilities; holding high expectations and intentionally promoting participation in all learning and social activities, facilitated by individualized accommodations; and using evidence-based services and supports to foster their development (cognitive, language, communication, physical, behavioral, and social-emotional), friendships with peers, and sense of belonging.

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National Center for Pyramid Model Innovations

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Providers and teachers can use this form to think through their current daily routines as well as help them to plan out the ways they will embed supports that are responsive to infant and toddler social-emotional development and teach new skills during specific moments in the day.

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Responsive Routines Inventory - National Center for Pyramid Model Innovations

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Providers and teachers can use this form to think through their current daily routines as well as help them to plan out the ways they will embed supports that are responsive to infant and toddler social-emotional development and teach new skills during specific moments in the day.

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National Center for Pyramid Model Innovations

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Reframing Behavior - National Center for Pyramid Model Innovations

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Use this form to reframe a behavior that challenges us into a more objective thought.

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National Center for Pyramid Model Innovations

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This resource providers teachers with visual reminders and helpful tips for providing helping prompts in the classroom when supporting infant and toddler children learn new skills.

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Providing Helping Prompts - National Center for Pyramid Model Innovations

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This resource providers teachers with visual reminders and helpful tips for providing helping prompts in the classroom when supporting infant and toddler children learn new skills.

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National Center for Pyramid Model Innovations

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Providers and teachers can use this form to think through their current spaces for infant and toddlers as well as help them plan ways they will plan for improvement of the social-emotional environment.

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Infant & Toddler Environment Planning - National Center for Pyramid Model Innovations

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Providers and teachers can use this form to think through their current spaces for infant and toddlers as well as help them plan ways they will plan for improvement of the social-emotional environment.

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National Center for Pyramid Model Innovations

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Family Engagement Strategies - National Center for Pyramid Model Innovations

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Tip Sheet on various communication strategies for early childhood programs and teachers to communicate with families.

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Definition of Social-Emotional Development - National Center for Pyramid Model Innovations

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This fact sheet reviews the definition of social-emotional development.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

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Components to Better Understand and Respond to Behavior - National Center for Pyramid Model Innovations

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This handout illustrates the components to better understand and respond to behavior in a format that is easy to print.

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National Center for Pyramid Model Innovations

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When I Am/Cuando estoy - National Center for Pyramid Model Innovations

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These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children?s books

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National Center for Pyramid Model Innovations

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These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children's books.

Categories: Book Supplement

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Pat Them Gently - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children?s books

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.title
No Biting - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children?s books

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children's books.

Categories: Book Supplement

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Baby Cakes - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children?s books

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children's books.

Categories: Book Supplement

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Hands Are Not for Hitting - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children?s books

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children's books.

Categories: Book Supplement

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Guess How Much I Love You - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children?s books

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.title
I Can Share - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children?s books

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

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Teacher’s Guide: Labeling Emotions (Spanish) - National Center for Pyramid Model Innovations

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This resource provides teachers tools to engage families in teaching infants and toddlers about emotions. It includes a teacher’s guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about teaching emotions. The translation of this document was performed by a third party. NCPMI makes no ... Read more

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National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
This resource provides teachers tools to engage families in teaching infants and toddlers about emotions. It includes a teacher's guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about teaching emotions.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

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Teacher's Guide: Labeling Emotions (Somali) - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
This resource provides teachers tools to engage families in teaching infants and toddlers about emotions. It includes a teacher's guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about teaching emotions. The translation of this document was performed by a third party.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
This resource provides teachers tools to engage families in teaching infants and toddlers about emotions. It includes a teacher's guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about teaching emotions.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

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Teacher's Guide: Labeling Emotions (Hmong) - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
This resource provides teachers tools to engage families in teaching infants and toddlers about emotions. It includes a teacher's guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about teaching emotions. The translation of this document was performed by a third party.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
This resource provides teachers tools to engage families in teaching infants and toddlers about emotions. It includes a teacher's guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about teaching emotions.

# data[].attributes.attachment_link.title
Teacher's Guide: Labeling Emotions - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
This resource provides teachers tools to engage families in teaching infants and toddlers about emotions. It includes a teacher's guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about teaching emotions.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
This resource provides teachers tools to promote families to build relationships with infants and toddlers. It includes a teacher's guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about building relationships with children.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

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Teacher's Guide: Building Relationships with Children (Spanish) - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
This resource provides teachers tools to promote families to build relationships with infants and toddlers. It includes a teacher's guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about building relationships with children. The translation of this document was performed by a third party.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.title
Teacher’s Guide: Building Relationships with Children (Somali) - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
This resource provides teachers tools to promote families to build relationships with infants and toddlers. It includes a teacher’s guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about building relationships with children. The translation of this document was performed by a third party. ... Read more

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
This resource provides teachers tools to promote families to build relationships with infants and toddlers. It includes a teacher's guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about building relationships with children.

The translation of this document was performed by a third party. NCPMI makes no guarantees as to the accuracy of the translation.

# data[].attributes.attachment_link.title
Teacher's Guide: Building Relationships with Children (Hmong) - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
This resource provides teachers tools to promote families to build relationships with infants and toddlers. It includes a teacher's guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about building relationships with children. The translation of this document was performed by a third party.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
This resource provides teachers tools to promote families to build relationships with infants and toddlers. It includes a teacher's guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about building relationships with children.

# data[].attributes.attachment_link.title
Teacher's Guide: Building Relationships with Children - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
This resource provides teachers tools to promote families to build relationships with infants and toddlers. It includes a teacher's guide for using the tool, a family handout, and an activity idea that teacher can use to communicate with families about building relationships with children.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

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Social Skills posters to 1) display when giving descriptions of the skill and 2) serve as a reminders to children when they are involved in a play activity. By referencing the posters and giving verbal reminders, you can prompt children to use the skills they have learned.

Categories: Visual Support

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Peer Mediated Social Skills and Visual Supports (Spanish) - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
Social Skills posters to 1) display when giving descriptions of the skill and 2) serve as a reminders to children when they are involved in a play activity. By referencing the posters and giving verbal reminders, you can prompt children to use the skills they have learned.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.title
Peer Mediated Social Skills and Visual Supports (Somali) - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
Social Skills posters to 1) display when giving descriptions of the skill and 2) serve as a reminders to children when they are involved in a play activity. By referencing the posters and giving verbal reminders, you can prompt children to use the skills they have learned.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
Social Skills posters to 1) display when giving descriptions of the skill and 2) serve as a reminders to children when they are involved in a play activity. By referencing the posters and giving verbal reminders, you can prompt children to use the skills they have learned.

Categories: Visual Support

# data[].attributes.attachment_link.title
Peer Mediated Social Skills and Visual Supports (Ojibwe) - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
Social Skills posters to 1) display when giving descriptions of the skill and 2) serve as a reminders to children when they are involved in a play activity. By referencing the posters and giving verbal reminders, you can prompt children to use the skills they have learned.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
Social Skills posters to 1) display when giving descriptions of the skill and 2) serve as a reminders to children when they are involved in a play activity. By referencing the posters and giving verbal reminders, you can prompt children to use the skills they have learned.

Categories: Visual Support

# data[].attributes.attachment_link.title
Peer Mediated Social Skills and Visual Supports (Hmong) - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
Social Skills posters to 1) display when giving descriptions of the skill and 2) serve as a reminders to children when they are involved in a play activity. By referencing the posters and giving verbal reminders, you can prompt children to use the skills they have learned.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
Social Skills posters to 1) display when giving descriptions of the skill and 2) serve as a reminders to children when they are involved in a play activity. By referencing the posters and giving verbal reminders, you can prompt children to use the skills they have learned.

# data[].attributes.attachment_link.title
Peer Mediated Social Skills and Visual Supports - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
Social Skills posters to 1) display when giving descriptions of the skill and 2) serve as a reminders to children when they are involved in a play activity. By referencing the posters and giving verbal reminders, you can prompt children to use the skills they have learned.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
At every tier of the Pyramid Model, practitioners and programs should consider what strategies might be used to welcome and support diverse families; how to create opportunities to learn from families; strategies for partnering with families to promote child outcomes; and providing the supports and services that families might need to promote their child's skill development.
(Fox & Swett, 2017, p. 86).

Fox, L. & Swett, J. (2017). Implementing partnerships with families to promote the social and emotional competence of young children. In Weist, M. D. Weist, S.A. Garbacz, K. L. Lane, & D. Kincaid, D. (Eds), Aligning and integrating family engagement in Positive Behavioral Interventions and Supports (PBIS): Concepts and strategies for families and schools in key contexts (pp. 84-97). Center for Positive Behavioral Interventions and Supports (funded by the Office of Special Education Programs, U.S. Department of Education). Eugene, Oregon: University of Oregon Press. https://www.pbis.org/Common/Cms/files/pbisresources/Family%20Engagement%20in%20PBIS.pdf

Guidance on Family Engagement

On May 5, 2016, the U.S. Departments of Education (ED) and Health and Human Services (HHS) issued a statement on the implementation of effective family engagement practices from the early years to the early grades. This statement offers a review of research, legal requirement, and best practices related to family engagement. Included in the statement are recommendations and resources for states and programs.
ED-HHS Policy Statement on Family Engagement: From the Early Years to the Early Grades
Executive Summary
ECTA Family Engagement Broadcast Series

We strongly recommend that you find the time to explore the importance of family engagement and the development of trusting partnerships with families by viewing this four-part web broadcast hosted by the ECTA Center in partnership with the DaSY Center, Ann Turnbull, and Rud Turnbull.
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Teaching Social-Emotional Skills at Home

Social-emotional skills can be categorized into four types: behavior regulation, friendship skills, emotional literacy, and problem-solving skills.

Scripted Stories for Social Situations are short PowerPoint presentations consisting of a mixture of words and pictures that provide specific information to a child about social situations such as going to preschool, sitting in circle time, staying safe and using words. When children are given information that helps them understand expectations, their problem behavior within that situation is reduced or minimized. These stories provide examples of how scripted stories are worded and illustrated for a child. Teachers and families should modify the story to be meaningful for the child they are supporting and the unique context of the social situation.
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Building Relationships

Family Handout Collections

The Backpack Connection Series was created by TACSEI to provide a way for teachers and parents/caregivers to work together to help young children develop social emotional skills and reduce challenging behavior. Teachers may choose to send a handout home in each child's backpack when a new strategy or skill is introduced to the class. Each Backpack Connection handout provides information that helps parents stay informed about what their child is learning at school and specific ideas on how to use the strategy or skill at home. This series was developed in collaboration with Pyramid Plus: The Colorado Center for Social Emotional Competence and Inclusion and Bal Swan Children's Center in Broomfield, Colorado.

The Backpack Connection Series includes handouts in four categories: Addressing Behavior, Emotions, Routines and Schedules, and Social Skills.

Other Languages

Looking for Backpack Connection or other Family Materials in Spanish or Chinese? Our resources have been translated. Click below to explore additional materials on cainclusion.org.

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Family Engagement - National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
At every tier of the Pyramid Model, practitioners and programs should consider what strategies might be used to welcome and support diverse families; how to create opportunities to learn from families; strategies for partnering with families to promote child outcomes; and providing the supports and services that families might need to promote their child's skill ...

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
A Feel Better Book for Littler Worriers

Worried

Feelings

Holly Brochmann, Leah Bowen

3-6

Worries can feel really big, especially when you are little! Children will learn what a worry is, what it feels like, where worries come from, and strategies for coping and feeling better about their worries.

worried

feelings

3-6

Buddy the Bulldozer Learns to Calm Down

Angry, Mad

Arica Marshall

3-5

When Buddy the Bulldozer gets mad, his engine begins to fume! But Buddy is learning a new way to cool his engine when he gets mad. He can put on his brakes, stop, and take three deep breaths. When his engine is cool, he can think of ways to solve the problem with his friends.

angry mad

feelings friendship problem-solving

3-5

Calm Down Time

Mad, Sad

Feelings

Elizabeth Verdick

Calm Down Time helps children learn ways to calm themselves when they are feeling big emotions. They can take deep breaths, count to three, ask for a hug or hug themselves, sing to themselves, or talk about their feelings.

mad sad

feelings

Can I Play Too?

Mo Williems

3-5

Gerald and Piggie are playing a game of catch when they meet a new snake friend who wants to join in and play. Can a snake play catch? Afterall, a snake has no arms! But that's not a problem! The three friends keep trying until they finally figure out how they can all play catch!

feelings friendship problem-solving

3-5

Eyes That Kiss in the Corners

Confident, Proud

Acceptance/Belonging, Feelings

Joanna Ho

4-8

Eyes That Kiss in the Corners is about a young Asian girl who notices that her eyes are different from some of her classmates. Her eyes look just like her mothers' and grandmother's. They have eyes that kiss in the corners, glow like warm tea, and crinkle into crescent moons. But best of all, she recognizes that her eyes are beautiful!

confident proud

acceptance-belonging feelings

4-8

Hair Love

Confident, Excited, Proud, Worried

Feelings

Matthew A. Cherry

4-8

Zuri is excited! Today is a big day and she wants her hair to be just perfect! And, it's up to Zuri's daddy to give her an extra special hair style. After many tries, they finally achieve a style that Zuri not only loves, but also makes her feel very special and confident!

confident excited proud worried

feelings

4-8

How do I feel? A book about emotions

Angry, Happy, Loved, Sad, Scared

Feelings

0-3

How Do I Feel? is an interactive book about emotions. Examples of relatable situations such as dropping your ice cream or someone breaking your toy are described and then children decide how the character might be feeling. An emotion wheel that shows a range of emotions and faces helps children decide which emotion the character might be feeling.

angry happy loved sad scared

feelings

0-3

If You're Happy and You Know It!

Happy

Feelings

Jane Cabrera

0-3

Engage infants and toddlers with this fun, interactive book as jungle animals show what they do when they are feeling happy. Children will learn about feeling happy as they nod their head with giraffe, flap their arms with bird, roar out loud with lion, and jump around with frog!

happy

feelings

0-3

It Will Be Okay

Brave, Embarrassed, Nervous, Scared, Silly, Worried

Lisa Katzenberger

4-7

Giraffe and Zebra meet every day to walk to the watering hole. One day, Zebra finds Giraffe hiding in a tree because he saw a spider and he is scared! Giraffe experiences many feelings while Zebra patiently waits, showing empathy and kindness, until his friend feels brave enough to climb down.

brave embarrassed nervous scared silly worried

feelings friendship kindness-empathy

4-7

Jabari Jumps

Nervous, Scared

Feelings

Gaia Cornwall

3-7

Jabari has passed his swim test and is ready to jump off the diving board! He is a great jumper and he is not scared at all! Well, maybe just a little scared. His dad assures him that it is ok to feel a little scared and tells Jabari what he does when he feels scared. It has something to do with surprises and Jabari loves surprises! He gives it a try and - he jumps!

nervous scared

feelings

3-7

Language That We All Can Speak

K. Read

4-7

Olivka has moved to a new town and is excited about her new school. She wonders what the children will be like and if she will make new friends. Olivka discovers that the children at her school are very diverse, which is a new experience for her. Everyone is so welcoming! Olivka knows that it will be a great day and that kindness is a language we can all speak.

excited happy surprised

acceptance-belonging feelings friendship

4-7

On Monday When It Rained

Angry, Disappointed, Embarrassed, Excited, Lonely, Proud, Scared

Feelings

Cherryl Kachenmeister

3-5

On Monday When It Rained is about a little boy and what happens to him every day for a week. The boy talks about what happens to him each day and how it makes him feel. Whether he is feeling excited, lonely, or embarrassed, the real life images of the little boy's face are very expressive and illustrate a range of emotions. Can you guess how he is feeling?

angry disappointed embarrassed excited lonely proud scared

feelings

3-5

Remarkably YOU

Caring, Courageous, Shy, Silly, Timid

Acceptance/Belonging, Feelings

Pat Zietlow Miller

4-8

Whether you are little or big, quiet or loud the message is clear in the illustrations and text of this book. You are remarkably YOU! Help children see all the ways they can be their remarkable little selves. They don't have to change to be like others, they just need to believe in themselves and the things they do best.

caring courageous shy silly timid

acceptance-belonging feelings

4-8

Roaring Mad Riley

Angry, Happy, Mad, Sad

Feelings, Friendship

Allison Szczecinski

3-5

Learn how to pause and cool down with a little help from some friendly dinosaurs! Riley gets roaring mad when Parker accidently knocks his blocks down. But Mr. Rex shows Riley that there are many ways to calm down even when you are roaring mad. Riley learns how to keep calm by taking deep breaths, counting to 10, shaking it out, and thinking happy thoughts.

angry happy mad sad

feelings friendship

3-5

The Feelings Book

Brave, Cranky, Lonely, Scared, Silly

Feelings

Todd Parr

1-3

The Feelings Book illustrates a wide range of feelings in a simple, relatable way. Sometimes we feel silly, sometimes we feel brave, sometimes we feel really mad, and sometimes we feel like trying something new! The book's format and silly illustrations provide fun opportunities for great conversations around our ever -changing feelings.

brave cranky lonely scared silly

feelings

1-3

The Kissing Hand

Fearful, Lonely, Loved, Nervous

Feelings

Audrey Penn

2-6

Chester Racoon is nervous about going to school for the first time. He doesn't want to leave his mother, his toys, or his friends! But his mother shares a family secret that will reassure him of her love any time he feels a little lonely or fearful.

fearful lonely loved nervous

feelings

2-6

The Many Colors of Harpreet Singh

Brave, Courageous, Gloomy, Happy, Nervous, Sad, Shy

Feelings, Friendship

Supriya Kelkar

3-5

Harpreet Singh loves his colors. He has a different color for every mood and occasion and always makes sure that his patka matches his outfit. When Harpreet's family moves, everything changes. Harpreet wears white every day to school. What will it take to get Harpreet to wear his bright colors again?

brave courageous gloomy happy nervous sad shy

feelings friendship

3-5

The Pout Pout Fish and the Mad Mad Day

Angry, Calm, Despair, Disappointed, Mad, Sad, Scared, Worried

Feelings, Friendship

Deborah Diesen

3-7

Pout Pout Fish is having a bad day! A feeling begins to fill his gills and it is getting bigger and bigger. Pout Pout Fish is mad and he is getting madder and madder and doesn't know how to stop! With a little help from his friends, Pout Pout Fish learns ways to stop his mad and feel as good as new!

angry calm despair disappointed mad sad scared worried

feelings friendship

3-7

Together We Can

Carly Hart

3-7

Together We Can is all about friendships. The children in the story explain what friends are, how to make friends, and how to be a friend! It's about sharing, playing, being kind, and working together. Some friends may dress differently, speak a different language, or use a wheelchair to get around. Our friends are all different and each one is special!

feelings friendship kindness-empathy

3-7

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Children's Books - National Center for Pyramid Model Innovations

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This children's book list includes diverse examples of books that can be used to promote social-emotional skills such as feelings and emotions, friendships, kindness, and problem solving. The list is not meant to be exhaustive. Additional books will be periodically added to the list.

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Training and Technical Assistance - Pyramid Model Consortium

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Looking to learn about PIDS or attend a TPOT/TPITOS training. This page is the home for ongoing professional development events and training to support Pyramid Model Implementation.

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Mrs. Green leads the children in her preschool classroom in their morning song: "The more we get together, together, together, the more we get together the hap-." She stops abruptly to run after Miles, who has left morning circle to play with the musical instruments. As Mrs. Green approaches him, Miles folds his arms across his chest, then kicks his legs and screams. Mrs. Green gently places her hand on Miles's arm and looks him in the eye. She says, "Miles, I see that you are upset because you don't want to sit at morning circle and want to play with the musical instruments instead. Should we take the instruments to the circle and play with them after we've finished our calendar activities?" Miles smiles. Mrs. Green notes his response and says, "OK. First, please sit calmly at morning circle for three minutes; then you can play with the instruments. Is that a deal?" Miles nods. Mrs. Green responds, "Give me a high-five!"

Miles's actions are clearly a source of frustration for his teachers. Although teachers will want to evaluate whether they are planning activities that require children to sit for an extended time and ensure that the activities they offer children are active and meaningful, it is also important for teachers to understand how to support children who exhibit challenging behavior. Challenging behavior is defined as "any repeated pattern of behavior, or perception of behavior, that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults" (Powell, Dunlap, & Fox 2006, 26). Challenging behavior can signal difficulty with social and emotional adjustment-foundational competencies that are linked to children's school readiness and later school success (Fantuzzo et al. 2007).

Although challenging behavior can occur in any classroom, research indicates that some children in urban communities experience conditions that contribute to risk factors for social and emotional delays (Fox, Dunlap, & Powell 2002). In addition, there is a specific need to support children who live in poverty, as children in poor families are twice as likely to be at risk for developmental, behavioral, and social delays as children in families earning 200 percent or more of the federal poverty line (Children's Defense Fund 2014). That is, while 10-21 percent of all preschool children show challenging behaviors such as aggression, noncompliance, defiance, tantrums, and property destruction, 30 percent of children who live in poverty exhibit such behaviors (Voorhees et al. 2013).

In this article we describe five culturally responsive core strategies to promote positive teacher relationships with young children in preschool and minimize challenging behavior: learn about children and families, develop and teach expectations, take the child's perspective, teach and model empathy, and use group times to discuss conflict. As African American boys experience a much higher rate of suspensions and expulsions from preschool settings than do other children (Gilliam 2005), these relationship-building techniques are particularly relevant for teachers as they reflect on their own practices and biases-especially toward African American boys-in early childhood classrooms.

Learn about children and families

A core consideration in developmentally appropriate practice and cultural responsiveness is that practitioners learn about each child and family and intentionally adapt and respond to each child's strengths and needs (Copple & Bredekamp 2009; Derman-Sparks & Edwards 2009). Culturally responsive practice is often defined as using the experiences and perspectives of children and their families as a tool to support them more effectively (Gay 2002). As this approach is child and family centered, it sets the stage for critical relationship building (Ford & Kea 2009).

Teachers can partner with families by inviting them to visit the classroom and participate in activities with their child. Teachers can also arrange to visit children at home, where they may engage in informal discussions with family members about what children enjoy doing for fun and learn about their favorite food, toy, or song. These interactions can reveal cultural values and norms in the home environment. Families may also share information about their child's temperament, primary play partners, and home language (NAEYC 1995). Meetings at school with families might address family routines, religious holidays and traditions, and activities the families enjoy in the community. Teachers can use information they learn about a child and family to support the child's social and emotional adjustment to the early childhood environment. Further, these conversations can demonstrate that not all children and families within a particular racial or ethnic group display similar characteristics, which is a potential teacher bias (Ford & Kea 2009). Sharing a short, warm anecdote with families, in person or in a note, about something their child did that day assures parents that the teacher cares about their child and makes an effort to know the child individually. This further connects families to their child's classroom community.

During a recent conversation with Miles's mother, Mrs. Green learned that Miles's father is a musician and that Miles really enjoys music. Miles's mother explained that Miles likes to dance and sing to his favorite songs, moving vigorously around the house. Mrs. Green used her knowledge about Miles's interest to plan music and movement activities for future morning circles to engage Miles.

Pyramid Model Framework

The five core strategies we suggest are informed by fundamental principles of the pyramid model (Fox & Hemmeter 2009)-a comprehensive framework for addressing the social and emotional outcomes of young children (Hemmeter, Ostrosky, & Fox 2006). The pyramid model includes three levels of support: universal prevention strategies for use with all children; secondary social and emotional approaches for children at risk for social and emotional delays; and tertiary individualized and function-based interventions for children with persistent challenges (Fox & Hemmeter 2009).

Develop and teach expectations

The second culturally responsive strategy in the pyramid model framework is developing and teaching two to five classroom expectations that are linked to the values and cultures of the children, teachers, and families. Expectations should be positively stated and developmentally appropriate, and should apply to both children and adults (teachers and families) (Steed & Pomerleau 2012). After cultivating a better understanding of children and families, early childhood teachers can base expectations on shared values and connections to cultures. Young children should be included in forming guidelines for behavior, as they are more likely to understand and follow them when they have input. Examples of expectations for preschool children include "Be a Friend, Be Safe, and Be a Helper" and "Use Listening Ears, Use Gentle Touches, and Use Walking Feet."

Expectations need to be consistently emphasized to prevent challenging behavior. In addition to responding to opportunities that arise during the day, teachers decide how and when they will teach, model, and positively reinforce the expectations across environments (circle time, music and movement activities, recess, lunch/snack) so that the guidelines and associated behaviors become part of the program culture (Benedict, Horner, & Squires 2007). Many teachers develop songs and hand movements to go with their expectations. Other approaches include modeling, using puppets, reading stories, and role-playing. Pictures of the children, teachers, and staff demonstrating the expectations can be posted in classrooms and common areas for further encouragement.

To reinforce positive behavior and to bring the actions to children's attention, it is important to verbally acknowledge children and adults when they demonstrate expectations. When a child's behavior reflects a great example of an expectation such as "Be a Friend"-like helping another child clean up a spill at lunch or inviting a new child to build a block tower-teachers can write a note of thanks or give the child an opportunity to wear a "Super Friend" cape. A bulletin board in a common area provides a public place to post notecards recognizing adults who demonstrate examples of meeting program expectations ("Miss Wilma was a helper today when she fixed Erin's hearing device!").

To be culturally responsive, it is important that expectations reflect the values and cultures of families and teachers and other staff in the school. For example, in the African American culture, in which community is valued over independence (Ford & Kea 2009), guidelines for some activities (like snack) may emphasize relationship-building behaviors-passing the food bowl-over independent adaptive skills-taking an appropriate portion of a self-serve snack.

Develop and teach empathy

Another culturally responsive strategy for supporting positive relationships is empathy-concern for others arising from an emotional connection. Empathetic individuals apply interpersonal sensitivity to understand the experiences of others in order to provide support or assistance (Berliner & Materson 2015). Researchers have long theorized that empathy is a critical component in teacher effectiveness in urban settings, positively impacting teachers' dispositions in interactions with students of color (Warren 2014). Thus, it is important for teachers in urban settings to model and encourage empathy to foster a culturally responsive classroom environment.

To develop and teach empathy, teachers first have to know themselves (Derman-Sparks & Edwards 2009). It is necessary for teachers to engage in critical self-reflection to uncover implicit personal biases and assumptions, and bridge understanding across cultural groups (Cooper, He, & Levin 2011; Price 2015). Whether subconscious or explicit, teachers' negative perceptions about children who differ from them in terms of culture, race, or ethnic identity can impact the teachers' ability to teach effectively and create empathetic classrooms.

Teachers can help children learn empathetic behavior by modeling warm and responsive actions, like anticipating and responding promptly to children's needs and worries, and greeting children with a smile (Twardosz 2005). Using storybooks, games, and music is another way to teach empathy. Teachers can create lessons and activities that highlight respect, kindness, compassion, and responsibility-and help children discover similarities with peers from different backgrounds (Berliner & Materson 2015). Teachers can ponder reflective questions, such as, What are my initial reactions to this child and her family?, What do my reactions tell me about my personal beliefs and assumptions?, and What can I do to build the child's and family's trust? (Collins, Arthur, & Wong-Wylie 2010; Price 2015). Although there is work to be done to unpack the contextual factors that may explain why African American boys are expelled and suspended at a higher rate than other preschool children, self-reflective questions like these and those offered throughout Anti-Bias Education for Young Children and Ourselves (Derman Sparks & Edwards 2009) are one place to start.

It is necessary for teachers to engage in critical self-reflection to uncover implicit personal biases and assumptions.

Historically, picture books have featured mostly white characters (Larrick 1965). When choosing high-quality books for the classroom, make sure that the characters reflect the ethnic makeup of your classroom (Larrick 1965; Koss 2014), as it is important for all children, and particularly those of color, to "see themselves" in books. During these lessons, teachers can teach relevant emotion vocabulary (Joseph, Strain, & Ostrosky 2008), read books, and sing songs that reflect the children's cultures. According to the tenets of Afrocentric teaching-which harnesses the skills African American children bring to schools to engage them in the classroom experience (Ford & Kea 2009)-combining music with creative movement, mime, and dance is a form of expression for many African American children and engages them in shared affective experiences that are useful for empathy development (Boykin 1994; Laird 2015).

For example, in a jubilant rendition, Miles and Carmen share a toy drum and a tambourine as they dance to a popular song heard in their communities. The song promotes unity, friendship, and love. Through group music making, children can express feelings and connect with the feelings of others, promoting positive social and emotional development.

Additional Resources

Center for the Social and Emotional Foundations for Early Learning (CSEFEL)- http://csefel.vanderbilt.edu

Technical Assistance Center on Social Emotional Intervention (TACSEI)- http://challengingbehavior.fmhi.usf.edu

Pyramid Model Consortium- www.pyramidmodel.org

Perspective taking

A fourth culturally responsive strategy, perspective taking, has been defined as the capacity to understand another's thoughts, feelings, or internal states (DeBernardis, Hayes, & Fryling 2014). Through the use of affective statements, teachers can reframe a child's challenging behavior and focus on the child's internal state. Affective statements are "I" statements that express a feeling, precisely describe a child's behavior, and make the child aware of the positive or negative impact of the behavior (Costello, Wachtel, & Wachtel 2009). Take, for example, a child who often transitions from lunch to outdoor time by pushing his way through classmates to discard his trash and dash to the playground door. A teacher might say, "Stop running in the classroom. When you run in the classroom, our friends are not safe." To reframe the child's behavior, the teacher might consider that the child is excited to play outside. From this perspective, the teacher could rephrase her statement: "I see that you are really excited about going outside. Thank you for putting your dish in the trash, but please remember to use your walking feet and move around your friends." When teachers use affective statements to reframe a child's challenging behavior, it demonstrates their understanding of the child's perspective. Miles's teacher used an affective statement that considered his perspective about morning circle when she stated, "Miles, I see that you are upset because you do not want to sit at morning circle and want to play with the musical instruments instead."

Using group time to discuss conflict

The final culturally responsive strategy drawing from the pyramid model framework is using group time to resolve conflict. This allows for a restorative justice approach, which offers those involved in the conflict an opportunity for reconciliation. Although many children benefit from the use of group time to address conflict and this approach can promote inclusion, as opposed to exclusion (e.g., time out), as a response to challenging behavior, it is important to develop methods and awareness so children do not feel shamed during the process but rather part of a trusting community of problem solvers. When done well, problem solving as a group can foster active engagement and learning and enable children and adults to build strong relationships. The teacher can establish the tone for the group by reading a poem about friendship or sharing a culturally relevant and familiar quote from a song, movie, or book. Next, it is helpful to remind children of the expectations for the discussion: "We've been practicing how to listen and how to talk at group time. Let's remember to wait calmly for our turn to speak, make eye contact with the person to whom we're talking, and use kind words." In some cases, teachers can minimize challenging behavior by conducting group time prior to situations with potential for challenging behavior (before a field trip, in the beginning of the school year, prior to implementing a change to the environment) (Costello, Wachtel, & Wachtel 2009; Pautz 2009).

Conclusion

Young children with challenging behavior are often rejected by their peers and receive less positive feedback from teachers than their peers do (Hemmeter, Ostrosky, & Fox 2006). Early childhood classrooms are a primary setting for teaching skills that are critical for young children's social and emotional development. Given the large amount of time many children spend in these settings, it is important that strong, positive teacher-child relationships be nurtured to ensure that children receive the support needed to promote positive social and emotional development (Bronfenbrenner 1977) and school readiness in general (Williford et al. 2013). Practitioners in urban settings play a valuable role in young children's social and emotional development by providing supports that are relevant and appropriate.

The five culturally responsive strategies described in this article can guide teachers in creating a classroom atmosphere that not only responds to children's challenging behaviors but also anticipates their needs. Implementation of these strategies helps teachers initiate sustainable relationships and nurturing classrooms where all children are valued and have opportunities to grow and develop. The more children get together and engage in prosocial interactions with teachers and peers, the happier everyone will truly be.

References

Benedict, E.A., R.H. Horner, & J.K. Squires. 2007. "Assessment and Implementation of Positive Behavior Support in Preschools." Topics in Early Childhood Special Education 27 (3): 174-92.

Berliner, R., & T.L. Masterson. 2015. "Review of the Research: Promoting Empathy Development in the Early Childhood and Elementary Classroom." Childhood Education 91 (1): 57-64.

Boykin, A.W. 1994. "Afrocultural Expression and Its Implications for Schooling." In Teaching Diverse Populations: Formulating a Knowledge Base, eds. E.R. Hollins, J.E. King, & W.C. Hayman, 243-56. Albany: State University of New York Press.

Bronfenbrenner, U. 1977. "Toward an Experimental Ecology of Human Development." American Psychologist 32 (7): 515-31.

Children's Defense Fund. 2014. The State of America's Children. Washington, DC: Children's Defense Fund. www.childrensdefense.org/library/state-of-americas-children/2014-soac.pdf.
Collins, S., N. Arthur, & G. Wong-Wylie. 2010. "Enhancing Reflective Practice in Multicultural Counseling Through Cultural Auditing." Journal of Counseling and Development 88 (3): 340-47.

Cooper, J.E., Y. He, & B.B. Levin. 2011. Developing Critical Cultural Competence: A Guide for 21st Century Educators. Thousand Oaks, CA: Sage.

Copple, C., & S. Bredekamp, eds. 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8. 3rd ed. Washington, DC: National Association for the Education of Young Children.

Costello, B., J. Wachtel, & T. Wachtel. 2009. The Restorative Practices Handbook for Teachers, Disciplinarians, and Administrators. Bethlehem, PA: International Institute for Restorative Practices.

DeBernardis, G.M., L.J. Hayes, & M.J. Fryling. 2014. "Perspective Taking as a Continuum." Psychological Record 64 (1): 123-31.

Derman-Sparks, L., & J.O. Edwards. 2009. Anti-Bias Education for Young Children and Ourselves. Washington, DC: National Association for the Education of Young Children.

Dixon, H. 2016. "Making Peace in Kindergarten: Social and Emotional Growth for All Learners." Young Children 71 (4): 57-66. www.naeyc.org/yc/pastissues.

Fantuzzo, J., R. Bulotsky-Shearer, P. McDermott, C. McWayne, D. Frye, & S. Perlman. 2007. "Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children." School Psychology Review 36 (1): 44-62.

Ford , D.Y., & C.D. Kea. 2009. "Creating Culturally Responsive Instruction: For Students' and Teachers' Sakes." Focus on Exceptional Children 41 (9): 1-16.

Fox, L., G. Dunlap, & D. Powell. 2002. "Young Children With Challenging Behavior: Issues and Considerations for Behavior Support." Journal of Positive Behavior Interventions 4 (4): 208-17.

Fox, L., & M.L. Hemmeter. 2009. "A Program-Wide Model for Supporting Social Emotional Development and Addressing Challenging Behavior in Early Childhood Settings." In Handbook of Positive Behavior Support, eds. W. Sailor, G. Dunlap, G. Sugai, & R. Horner, 177-202. New York: Springer.

Gay, G. 2002. "Preparing for Culturally Responsive Teaching." Journal of Teacher Education 53 (2): 106-16.

Gilliam, W.S. 2005. Prekindergartners Left Behind: Expulsion Rates in the State in Prekindergarten Programs. New Haven, CT: Yale University Child Study Center.

Hemmeter, M.L., M.M. Ostrosky, & L. Fox. 2006. "Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention." School Psychology Review 35 (4): 583-601.

Joseph, G., P. Strain, & M.M. Ostrosky. 2008. Fostering Emotional Literacy in Young Children: Labeling Emotions. What Works Brief #21. Champaign, IL: Center on the Social and Emotional Foundations of Learning. http://csefel.vanderbilt.edu/kits/wwbtk21.pdf.

Koss, M. 2014. "Diversity in Contemporary Picture Books: A Content Analysis." Journal of Children's Literature 41 (1): 32-42.

Laird, L. 2015. "Empathy in the Classroom: Can Music Bring Us More in Tune With One Another?" Music Educators Journal 101 (4): 56-61.

Larrick, N. 1965. "The All-White World of Children's Books." Saturday Review (1): 63-65.

NAEYC (National Association for the Education of Young Children). 1995. "Responding to Linguistic and Cultural Diversity. Recommendations for Effective Early Childhood Education." Position statement. Washington DC: NAEYC. https://www.naeyc.org/files/naeyc/file/positions/PSDIV98.PDF.

Pautz, M.-I. 2009. "Empowering the Next Generation: Restorative Practices in a Preschool." Restorative Practices EForum. www.iirp.edu/iirpWebsites/web/uploads/article_pdfs/93908_rp_preschool.pdf.

Powell, D., G. Dunlap, & L. Fox. 2006. "Prevention and Intervention for the Challenging Behaviors of Toddlers and Preschoolers." Infants and Young Children 19 (1): 25-35.

Price, C. 2015. "Reflective Questions for Early Interventionists and Early Childhood Special Educators." Presentation at the Annual International Conference of the Division for Early Childhood of the Council for Exceptional Children, in Atlanta, Georgia.

Steed, E.A., & T. Pomerleau. 2012. Preschool-Wide Evaluation Tool (PreSet) Manual, Research Edition: Assessing Universal Program-Wide Positive Behavior Support in Early Childhood. Baltimore, MD: Brookes.

Twardosz, S. 2005. Expressing Warmth and Affection to Children. What Works Brief #20. Nashville, TN: Center on the Social and Emotional Foundations for Early Learning. http://csefel.vanderbilt.edu/briefs/wwb20.pdf.

Voorhees, M.D., L.V. Walker, M.E. Snell, & C.G. Smith. 2013. "A Demonstration of Individualized Positive Behavior Support Interventions by Head Start Staff to Address Children's Challenging Behavior." Research and Practice for Persons With Severe Disabilities 38 (3): 173-85.

Warren, C.A. 2014. "Towards a Pedagogy for the Application of Empathy in Culturally Diverse Classrooms." Urban Review 46 (3): 395-419.

Williford, A.P., M.F. Maier, J.T. Downer, R.C. Pianta, & C. Howes. 2013. "Understanding How Children's Engagement and Teachers' Interactions Combine to Predict School Readiness." Journal of Applied Developmental Psychology 34 (6): 299-309.

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Culturally Responsive Strategies to Support Young Children with Challenging Behavior

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Challenging behavior can signal difficulty with social and emotional adjustment-foundational competencies that are linked to children's school readiness and later school success.