Planning practices to support high quality environments for children is much more than space design. High quality environments to support all children’s learning is about how to use daily routines and routines within routines to foster children’s success. Participants learned about practices and resources to support children in the steps of transitions, and understanding home, program and classroom expectations.

Planning & Practicing Environment Activities can be found at:

Unfortunately, we had a flurry of cancellations due to hazardous weather at the start of the day. We proceeded with 4 Early Childhood professionals; 2 Child Care Directors from the Springfield area, a Preschool Enrichment Team Family Childcare Coach & E.C. Trainer, and a teacher who is newer to the field from the Northampton area. We had an engaging and productive discussion regarding the elements of high quality environments and their positive impact in addressing the increased rates of anxiety and self-regulation issues we are all confronted with in the field. Participants shared strategies and experiences and found the practice implementation checklist and planning form helpful to share with colleagues and their programs. In addition, we explored online Pyramid resources as well as the Head Start inclusion page, which is rich with classroom visuals and supports

After a weather delay, directors of private preschools, Worcester Head Start teachers and staff, Behavior specialists, Family childcare, home visitors, higher education professor came together. Most people in the room was not familiar with the model so a brief intro was needed and a discussion followed about the state’s plan to bring the Pyramid Model community wide with the hope that the PMLCs will help facilitate this goal. Important dates such as the Summit and the spring PMLCs were sheared. The group went through the Power Point slides of setting up the environment for all children to be engaged. Activities encouraged the participants to be more aware of how they set things up for success for each child. Ideas were discussed on how each person sets up their environment for success including rules, transitions, etc. It was discussed that relationships (knowing your children) are crucial to making the environment a successful support. Discussion led to increasing visuals in the classrooms to help children know what to expect and what to do and how helpful visuals are to children this age; how to bridge the gap between school and home; how important it is to engage families in the importance of supportive environments. Handouts were reviewed and participants shared how they might use them in their practice. Everyone took some time to take one area of environments worksheet and think of how they may improve that and what they need in order to do this. They felt this would be helpful to use in their work. The resources on the Pyramid websites were explored and how materials can be access to enhance their work on the Pyramid.

Twenty-six participants attended the PMLC in Lawrence on January 30th. A large number of participants were from after school programs in the surrounding areas. They had heard about the Pyramid Model but didn’t know about the specifics and were very interested to learn more. The discussion and learning for the participants focused on adapting the Pyramid Model in specific ways to the different age groups of the programs represented.

This PMLC was well attended by 31 early childhood professionals representing a variety of early childhood programming. The discussion focused on understanding the importance of high quality environments in the context of managing challenging behavior.

The sitting arrangement for this PMLC allowed participants to sit in small groups. This arrangement promoted lively conversations as well as an opportunity for professionals to learn from each other. Each small group was tasked with identifying how their environments utilize physical design, environmental cues, schedules and routines, transitions, large and small group engagement activities, rules and expectations as well as monitoring and positive attention to meet the needs of children exhibiting challenging behavior.

During the large group discussion participants were able to offer support to one another and share strategies that have worked in their settings to support high quality environments. A main topic of conversation was physical design as participants shared multiple strategies for creating a calm and soothing physical space for children.

The number of participants in attendance indicates that there continues to be interest in the region to continue these conversations on a regular basis. One participant commented on the evaluation, “I always leave feeling empowered and ready to make changes”. As a facilitator, I found the group to be engaged and energized and I look forward to our next session.

Devens Common Center

April 30, 2018

2018 Spring PMLC Registration links: