58 Effective Interactions (Adult-Child, Child-Adult, Child-Child) 1. Relationships (continued) 3. Respectful Voice Tones Level 1 Recognize the importance of using a calm and respectful tone of voice and respectful language with children, families, and colleagues. EI 1.3.1 Level 2 Use a calm and respectful tone of voice and respectful language with children, families, and colleagues (e.g., no yelling or threats). Encourage children to use a respectful tone of voice and respectful language with each other. EI 1.3.2 Level 3 Model and assist others in acquiring necessary skills for maintaining an atmosphere characterized by warm, calm, and respectful voice tones, respectful language, appropriate eye contact, and proper body orientation (i.e., at child’s level, looking at child when speaking, and giving appropriate non-verbal feedback such as nodding, smiling, or laughing). EI 1.3.3 Level 4 Develop, plan, and organize the learning environment to reflect appropriate interaction styles with children and families. Provide professional development opportunities for staff to acquire skills to engage in appropriate interactions with children, families, and colleagues. EI 1.3.4 Level 5 Promote evidence-based best practices to facilitate a positive classroom or group climate Analyze, evaluate, articulate, and apply current theory, research, and policy to ensure positive interactions between children and adults, adults and children and among children. EI 1.3.5 4. Building Trust Level 1 Recognize the importance of consistency, continuity, and responsiveness in building a trusting relationship. Recognize when a child in distress and requires adult attention. Recognize the importance of responding to a child’s needs quickly and supportively. Recognize the importance of engaging in positive communication with children. EI 1.4.1 Level 2 Engage in interactions that create a nurturing emotional climate that provides security for children. Display positive interaction with children that includes smiling, enthusiasm, and verbal and physical affection. EI 1.4.2 Level 3 Develop, plan, and organize the learning environment to reflect the importance of consistency, continuity, and responsiveness in supporting children’s development. Provide for consistency and predictability of: o Adults present o Behavioral expectations o Guidance techniques o Routines o Transitions EI 1.4.3 Level 4 Analyze, evaluate, and modify the learning environment to support children’s ability to build trust with adults. Provide professional development opportunities to teachers, caregivers, and staff and resources for families regarding the critical nature of relationships, attachment, responsiveness, and respect in building trust with children. EI 1.4.4 Level 5 Promote evidence-based best practices to facilitate a positive classroom or group climate. Analyze, evaluate, articulate, and apply current theory, research, and policy to ensure positive interactions between children and adults, adults and children and among children. EI 1.4.5