60 Effective Interactions (Adult-Child, Child-Adult, Child-Child) 2. Interactions for Learning 1. Concept Development Level 1 Recognize the role of adult and child interactions to facilitate the development of children’s concept development and analysis and reasoning skills. EI 2.1.1 Level 2 Implement interaction strategies that encourage children to ask why and how questions and engage in problem solving. EI 2.1.2 Level 3 Develop, plan, and implement program-wide strategies for promoting effective questioning and interactions that support children’s concept development and analysis and reasoning skills. Plan and guide classroom experiences that require effective questioning and interactions between adult and child and includes: o Exploration o Brainstorming o Problem solving o Experimentation and prediction o Comparison and classification o Evaluation and summarizing 10 EI 2.1.3 Level 4 Analyze, evaluate, and modify program-wide learning strategies that promote children’s concept development and analysis and reasoning skills. Demonstrate best practices for interacting with children in ways to facilitate concept development and analysis and reasoning skills. Provide professional development opportunities to teachers, caregivers, and staff to develop and improve effective questioning and instructional interaction skills that promote students’ higher order thinking skills. EI 2.1.4 Level 5 Analyze, evaluate, articulate, and apply evidence-based research for early childhood educators that inform understanding of effective questioning and instructional interactions and activities that promote students’ higher-order thinking skills. EI 2.1.5 10 This information is based upon La Paro, K., Hamre, B. K., & Pianta, R. C. (2012). Classroom assessment scoring system (CLASS) manual, toddler. Baltimore: Paul H. Brookes Publishing Co. and Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system (CLASS) manual, pre-K. Baltimore, MD: Paul H. Brookes Publishing Co.