Acting or Reacting?: Creating High Quality Supportive Environments to Enhance Social Emotional Development (Teaching Pyramid, Tier 1)
Brief Biography
Katy Gregg, PhD is an Assistant Professor in Child and Family Development in the School of Human Ecology at Georgia Southern University. She teaches courses around Birth to Five Education, Child Development and Children with Disabilities. Katy researches, presents, and provides support on social emotional development, family involvement for diverse family needs, and inclusive early childhood education. Katy has her PhD and Masters Degree from the University of Georgia in Child and Family Development, with an emphasis in Disability Studies and her BA in psychology/early intervention from Clemson University.
Highest Degree of Presenter(s)
Katy Gregg, PhD
Presentation Abstract
With the help of adults, children are learning how to manage their emotions. Self-regulation, prosocial behaviors, and emotional competence are skills that we can help children develop. Sometimes, children express their emotions or needs in ways that we view as socially unacceptable or challenging in our classrooms. Teachers can support children’s prosocial behaviors through using the Teaching Pyramid Model for promoting social emotional competence in young children. Focusing on Tier 1 of the Pyramid Model, participants in this session will learn how to adapt their behaviors and environments to prevent or intervene in children’s challenging behaviors.
Recommended Citation
Gregg, Katy, "Acting or Reacting?: Creating High Quality Supportive Environments to Enhance Social Emotional Development (Teaching Pyramid, Tier 1)" (2014). Georgia Association for Positive Behavior Support Conference. 53.
https://digitalcommons.georgiasouthern.edu/gapbs/2014/2014/53
Acting or Reacting?: Creating High Quality Supportive Environments to Enhance Social Emotional Development (Teaching Pyramid, Tier 1)
With the help of adults, children are learning how to manage their emotions. Self-regulation, prosocial behaviors, and emotional competence are skills that we can help children develop. Sometimes, children express their emotions or needs in ways that we view as socially unacceptable or challenging in our classrooms. Teachers can support children’s prosocial behaviors through using the Teaching Pyramid Model for promoting social emotional competence in young children. Focusing on Tier 1 of the Pyramid Model, participants in this session will learn how to adapt their behaviors and environments to prevent or intervene in children’s challenging behaviors.
