Overview

This report summarizes pre- and post-training survey results from the NCO Strengthening Family Childcare Infant-Toddler Teaching Pyramid training.

The survey explored:

  • Knowledge of the Infant-Toddler Teaching Pyramid Model
  • Self-rated understanding of social-emotional development and the Pyramid Model
  • Confidence using strategies to support infants’ and toddlers’ social-emotional development
  • Participant experience in early care and education
  • Age groups currently served
  • Post-training strategies participants plan to use in their setting

Data Preparation

Response Overview

Survey Participants Total Item Rows Answered Item Rows Missing Item Rows
Pre 21 189 180 9
Post 21 210 113 97

Note: Some post-training survey records include missing responses. Missing responses are retained as missing and are not counted as incorrect unless the participant provided an incorrect response.

Knowledge Items

Survey Knowledge Item Answered Correct % Correct
Pre True or False: The Pyramid Model is only for children with challenging behaviors. 20 20 100%
Pre What is the primary purpose of the Infant-Toddler Pyramid Model? 20 20 100%
Pre Which tier of the Teaching Pyramid focuses on building positive relationships? 20 12 60%
Post True or False: The Pyramid Model is only for children with challenging behaviors. 12 12 100%
Post What is the primary purpose of the Infant-Toddler Pyramid Model? 12 11 92%
Post Which tier of the Teaching Pyramid includes individualized interventions for persistent challenging behaviors? 12 7 58%

Overall Knowledge Score

Survey Participants Average Correct out of 3 Average % Correct
Pre 21 2.48 87%
Post 21 1.43 83%

Understanding and Confidence

Survey Measure Answered Average Rating
Pre Confidence 20 3.80
Pre Understanding 20 3.65
Post Confidence 10 4.40
Post Understanding 10 4.10

Rating Response Distributions

Survey Measure Response Count Percent
Pre Confidence Slightly confident 2 10%
Pre Confidence Moderately confident 4 20%
Pre Confidence Confident 9 45%
Pre Confidence High 1 5%
Pre Confidence Very confident 4 20%
Post Confidence Confident 6 60%
Post Confidence Very confident 4 40%
Pre Understanding Low 2 10%
Pre Understanding Moderate 7 35%
Pre Understanding High 7 35%
Pre Understanding Very high 4 20%
Post Understanding Moderate 1 10%
Post Understanding High 7 70%
Post Understanding Very high 2 20%

Participant Characteristics

Years in Early Care and Education

Years in Early Care and Education Count Percent
Less than 1 year 0 0%
1-3 years 4 33%
4-7 years 1 8%
8-10 years 2 17%
More than 10 years 5 42%

Age Groups Currently Served

Age Group Count Percent of Participants
Infants (0-12 months) 9 43%
Preschool-age children 11 52%
Toddlers (1-3 years) 11 52%

Strategies Participants Plan to Use

  • I was pleasantly reminded of some of the strategies we try here already. This class helps me be more mindful of different positive strategies to use in different situations.

  • To do more hands on learning activities with the smaller children.

  • One Pyramid Model strategy I plan to use in my setting is enhancing my environment with visual supports. I want to add more visual cues and reminders throughout the classroom to help children understand routines, expectations, and transitions more independently. I also plan to improve my quiet corner by adding materials that support emotional regulation, such as feelings visuals, calming tools, and cozy elements that help children recognize and manage their emotions.

  • Social-emotional development

  • One Pyramid Model strategy I plan to use is building positive, nurturing, and responsive relationships with children. I do this by setting aside individual time to listen to them, validate their emotions, and welcome each child with a warm greeting every morning.

  • Targeted social-emotional supports. Proactive, evidence-based strategies for individuals or small groups at risk for behavioral or emotional challenges. Build self-regulation, coping, and interpersonal communication skills before severe issues arise. Examples include taking turns, initiating conversations, and managing frustrations. Use self-monitoring charts, visual schedules, quiet spaces, and scripted stories to help children understand and navigate unfamiliar social situations, expectations, and cues.

  • Get to know family members by greeting them, inviting them into conversations, listening to them, and following up with them.

  • The layout of the room and also being mindful of the space as a whole. I definitely need to add some more adult seating again.

  • When a child becomes upset during drop-off, I would greet them by name, offer comfort, and help them engage in an activity. I would talk to them with eye contact, engage with them during routines, and build trust in the relationship to help the child feel secure.