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 21 210 166 44

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. Spanish post-survey records are identified from Participant IDs ending in -SPAN. Because the English and Spanish post forms used different tier questions, each question is scored against its corresponding row in the Scoring sheet.

Survey Language QA

Survey Language Participants
English 9
Spanish 12

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. 17 17 100%
Post What is the primary purpose of the Infant-Toddler Pyramid Model? 17 16 94%
Post Which tier of the Teaching Pyramid focuses on building positive relationships? 8 8 100%
Post Which tier of the Teaching Pyramid includes individualized interventions for persistent challenging behaviors? 9 7 78%

Overall Knowledge Score

Survey Participants Average Correct out of 3 Average % Correct
Pre 20 2.60 87%
Post 17 2.82 94%

Understanding and Confidence

Survey Measure Answered Average Rating
Pre Confidence 20 3.80
Pre Understanding 20 3.65
Post Confidence 16 4.38
Post Understanding 16 4.12

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 10 62%
Post Confidence Very confident 6 38%
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 6%
Post Understanding High 12 75%
Post Understanding Very high 3 19%

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 7 41%
4-7 years 2 12%
8-10 years 2 12%
More than 10 years 6 35%

Age Groups Currently Served

Age Group Count Percent of Participants
Infants (0-12 months) 10 48%
Preschool-age children 16 76%
Toddlers (1-3 years) 14 67%

Strategies Participants Plan to Use

  • Currently in our program we use supportive responses, high quality environments, and targeted social emotional support.

  • 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.

  • One Pyramid Model strategy I plan to use is reorganizing toys and classroom materials so they are more accessible and developmentally appropriate for children based on their age.

  • 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.

  • One Pyramid Model strategy I plan to use is building stronger relationships with children by placing greater emphasis on supporting their social-emotional needs.

  • One Pyramid Model strategy I plan to use is increasing children’s engagement in activities related to diversity, emotions, and learning centers. I plan to use photos of the children in my classroom instead of commercially purchased images, as I believe this will be a fun and meaningful way to include children and support their participation in activities.

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

  • One Pyramid Model strategy I have already begun using is modifying the learning environment. I have created more space for children’s play, adapted the classroom for circle time activities, and am incorporating soft materials into the story time area to create a more supportive environment.

  • 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.

Individual Participant Pre/Post Change

This section summarizes results among participants who completed both pre- and post-training survey items. Because the same participants are compared to themselves over time, these results provide a stronger indication of pre/post change than comparing all pre responses to all post responses.

Analysis Matched Participants
Knowledge 16
Understanding 15
Confidence 15

Matched Objective Knowledge Scores

matched_n pre_avg_correct post_avg_correct avg_change improved no_change lower
16 2.62 2.81 0.19 5 9 2

Matched Understanding and Confidence Ratings

measure matched_n pre_average post_average average_change increased no_change lower
Confidence 15 3.80 4.33 0.53 7 7 1
Understanding 15 3.67 4.07 0.40 8 4 3

Matched Results Interpretation

Among matched participants, this analysis compares each provider’s pre-training responses to their own post-training responses. These findings should still be interpreted cautiously because the number of matched participants is small, but they provide a stronger view of individual-level change than the overall pre/post descriptive tables above.

## - Objective knowledge was analyzed among **16** matched participants with both pre and post knowledge scores. The average change was **0.19 points** on a 3-item knowledge scale.
## - Self-rated understanding increased from **3.67** to **4.07** among matched participants.
## - Self-rated confidence increased from **3.8** to **4.33** among matched participants.