Our Frameworks

Educators

Developed at Bank Street College of Education in New York City, this approach views learning as an active, integrated process. “Developmental” means we meet children where they are. “Interaction” means learning happens through direct engagement with people, materials, and ideas.

In practice, this means classrooms designed for exploration and play, teachers who observe carefully before intervening, and a deep respect for children’s natural curiosity.

Who benefits: Early childhood educators, program directors, and teacher preparation programs.

Educators

Developed through Bank Street’s Center for Emotionally Responsive Practice (CERP), this framework helps educators understand and respond to the emotional lives of children - especially children who have experienced trauma, loss, or chronic stress.

Emotionally Responsive Practice recognizes that behavior is communication. A child who hits, hides, or shuts down isn’t being “bad” - they’re telling you something about what they need.

Who benefits: Teachers, classroom aides, family childcare providers, and program administrators.

Educators

Developed by Lesley Koplow, LCSW at the Center for Emotionally Responsive Practice, the BEAR Program gives each child in a classroom their own personal teddy bear. The bears function as transitional objects - portable emotional anchors that help children express feelings, build relationships, navigate transitions, and process difficult experiences.

Teachers don’t need a new curriculum. They welcome the bears into the classroom and follow the children’s lead. Practical strategies include Bear Journals for capturing children’s stories, Cozy Corner Bear Baskets for calm-down spaces, and structured guided-play activities.

Who benefits: Pre-K through elementary classrooms, especially programs serving children who have experienced trauma or disruption.

Clinical / Autism Support

DIR stands for Developmental, Individual-differences, Relationship-based. Developed by Dr. Stanley Greenspan, this model supports children with autism and other developmental differences through their natural interests and relationships.

“Floortime” is the practical application: getting on the floor with a child, following their lead, and building communication and connection through play. Instead of training children to perform specific behaviors, DIR/Floortime focuses on building the emotional and relational foundations that make all learning possible.

Who benefits: Families of autistic and neurodivergent children, early interventionists, and educators in inclusive settings.

Clinical / Autism Support

The Play Project is an evidence-based early intervention program for children with autism that trains parents to be their child’s best play partner. Built on DIR/Floortime principles, it recognizes that the people who know a child best - their parents and caregivers - are the most powerful agents of change.

Through intensive coaching, parents learn to use play to foster their child’s social engagement, communication, and thinking. Randomized controlled trials have shown improved social interaction in young children with autism.

Who benefits: Families of children recently identified with autism, early interventionists, and community-based autism support programs.

Clinical / Autism Support

TEACCH (Treatment and Education of Autistic and related Communication-handicapped Children) is a structured teaching approach developed at the University of North Carolina. It focuses on understanding the unique ways autistic individuals perceive, process, and interact with the world.

In practice, TEACCH uses visual supports, structured environments, and individualized schedules to help children understand expectations and navigate their day. It’s not about making children less autistic - it’s about making the world more accessible to them.

Who benefits: Educators in inclusive classrooms, families of autistic children, program administrators designing accessible environments.

Educators

The Pyramid Model is a multi-tiered framework for promoting social-emotional development and preventing challenging behavior in young children. It provides a roadmap for early childhood programs to build nurturing relationships, create supportive environments, teach social skills, and provide individualized support.

The model works at every level: universal practices for all children, targeted strategies for children at risk, and intensive individualized interventions. It is the most widely used framework for social-emotional support in early childhood settings nationwide.

Who benefits: Early childhood programs, Head Start/Early Head Start, childcare centers, and state early childhood systems.

Educators & Clinicians

Reflective supervision is a relationship-based approach to professional development where a supervisor creates a safe, collaborative space for practitioners to explore the emotional content of their work. It’s not traditional supervision - it’s about noticing what comes up for you when you’re working with children and families.

The parallel process is key: the quality of the supervisory relationship mirrors what we want practitioners to offer children and families. When we feel held, we can hold others.

Who benefits: Home visitors, early childhood mental health consultants, social workers, educators, and anyone doing relationship-based work with families.