66 Effective Interactions (Adult-Child, Child-Adult, Child-Child) 5. Guidance 1. Behavioral Expectations Level 1 Recognize the importance of using knowledge of child development to guide expectations and respond individually to children’s behavior while considering each child’s age, temperament, language, communication skills, culture, interests, and abilities. EI 5.1.1 Level 2 Understand the importance of establishing realistic expectations for behavior based also on an individual child’s age, developmental stage, attention span, and cognitive/physical/social/emotional abilities. Respond to child behaviors in a consistent and predictable manner. EI 5.1.2 Level 3 Apply knowledge of child development theory to determine appropriate rules and expectations for children. Ensure that rules and expectations for behavior are clearly stated and universally understood. EI 5.1.3 Level 4 Demonstrate and provide guidance to other adults regarding developmentally appropriate rules and expectations of children. Provide professional development opportunities to teachers, caregivers, and staff, and resources for families on the establishment of realistic expectations for behavior based on individual children’s temperament, language, culture, communication skills, and abilities in ways that contribute to learning and development. EI 5.1.4 Level 5 Analyze, evaluate, articulate, and promote current theory and evidence-based research on behavioral rules and expectations to provide guidance for decisions and actions of early childhood practitioners. EI 5.1.5 2. Expectations for Respectful Interactions Level 1 Recognize the importance of respectful interactions between adult and child, child and adult, and among and between children. EI 5.2.1 Level 2 Demonstrates respectful interactions by using a warm and calm voice, respectful language (“please”, “thank you”, and “you’re welcome”), referring to a child by name, and interacting with children at eye-level. Engage in respectful interactions with family members, staff, and colleagues. EI 5.2.2 Level 3 Develop, plan and create an environment in which children can learn how to engage in and practice respectful interactions with adults and other children. Assist staff in identifying and expressing their feelings in a respectful manner with children, families, and other adults. EI 5.2.3 Level 4 Analyze, evaluate, and modify the environment to ensure children have opportunities to engage in respectful interactions with other children and adults both as an individual and as a member of the group. Develop policies and procedures that encourage respect and promote respectful interactions with children, their families, among children, between staff, and throughout the program. EI 5.2.4 Level 5 Analyze, evaluate, articulate, and promote current theory and evidence-based research and best practices on respectful interactions to provide guidance for early childhood practitioners. EI 5.2.5