Pyramid's Theoretical Foundation

Pyramid is a holistic, balanced approach to learning that is carefully constructed from the latest research findings and sound educational theories and practices.

John Bowlby (Theory of Attachment)

Humans are motivated to maintain a dynamic balance between familiarity-preserving, stress-reducing behaviors and the opposing exploratory and information seeking behaviors.

Jean Piaget (Theory of Cognitive Development)

For a child to know and construct knowledge of the world he must act on objects. This action provides knowledge of those objects. With each interaction between the child and the object, the child's knowledge of the object becomes altered. Knowing comes not from the object alone nor from the child's actions alone, but from constructions of the interactions between the child and the object.

Lev Vygotsky (Constructivism Theory)

Learning impacts development as children construct their own knowledge and teachers help children implement strategies that further their intellectual capacity. Children operate at two levels of development: Independent Performance (lower level) and Assisted Performance (upper level). Between these two levels of performance lies the Zone of Proximal Development. Teachers can scaffold children's ability to move to the upper level of development.

Irving Sigel (Distancing Theory)

When teachers combine stimulating environments with learning provocations, children take distance from the here-and-now and begin to represent their world in abstract ways.

Howard Gardner (Theory of Multiple Intelligences)

The best learning environments for children offer multiple modalities for presenting and representing learning.

Paul van Geert (Dynamic Systems Theory)

Children learn and re-learn in short and long-term cycles of learning that grow in complexity.