
A study conducted in the Republic of Georgia interviewed 49 early childhood teachers to understand their perspectives and use of Pyramid Model practices for young children's social-emotional development. The analysis revealed that teachers in Georgian classrooms implemented certain social-emotional interventions and supports within the Pyramid Model framework. However, they expressed the need for more personnel, training, and resources in this area. The study emphasizes the significance of aligning frameworks like the Pyramid Model with the local culture. These findings have implications for improving social-emotional competence in early childhood education.
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