The context of child care for toddlers:

The “experience expectable

environment”

La Paro and Gloeckler (2016)

Early Childhood Educ J (2016) 44:147–153
DOI 10.1007/s10643-015-0699-0

The Context of Child Care for Toddlers: The ‘‘Experience

Expectable Environment’’
Karen M. La Paro • Lissy Gloeckler

Published online: 28 February 2015

Ó Springer Science+Business Media New York 2015

Abstract An experience expectable environment in child Keywords Toddler
Child care
Teacher preparation

care classrooms is one in which teachers consistently Classroom quality
Responsive interactions
provide positive and nurturing interactions within daily
routines and activities to enhance children’s learning.
Growing numbers of children are being enrolled in child Child care for toddlers is a rapidly expanding (National
care at earlier ages and staying for longer periods of time Association of Child Care Resource and Referral Agencies,
each day which is heightening the need to attend to the National Association of Child Care Resource and Referral
context of child care for very young children. Several large Agencies, Center for the Child Care Workforce 2012); in-
scale studies in social policy, biology, and human devel- creasing numbers of very young children are enrolled in
opment have confirmed the links between children’s early child care each day and spending longer periods of time in
experiences and later outcomes, and recent brain research these settings (Children’s Defense Fund 2005). Almost
and research in child care classrooms has highlighted the 50 % of center-based classrooms nationwide are providing
importance of these consistent, responsive, and respectful care and education for children who are under 3 years of
patterns of interaction, especially for very young children’s age (National Survey of Early Care and Education Project
development. Yet, examination of the quality of child care Team 2013). However, limited research has focused on
has indicated interactions in these classrooms that may not child care classroom contexts and the provision of care and
support optimal development and/or that could be consid- education specifically for toddlers. The research which has
ered harmful. Given toddlers’ need for consistent and been conducted has revealed low to mediocre quality of
nurturing care, coupled with the current substandard teacher-child interactions and limited facilitation and pro-
quality of care for very young children, discussing the vision of activities to promote learning and development of
context of child care in terms of an experience expectable young children these settings (Cost, Quality, and Outcomes
environment provides a perspective to understand the Study Team 1995; Gloeckler et al. 2014; Honig and Witt-
context of toddler child care. This perspective underscores mer 1982; Phillips and Lowenstein 2011; Thomason and La
the connections of routines and interactions to children’s Paro 2009; Whitebook et al. 1990). At the same time, recent
development of neural pathways, thus setting the founda- brain research has shown the critical importance of very
tion for optimizing learning and development. early experiences and the link between patterns of activity
and growth promoting interactions and children’s brain
development. Of particular note is a report from the Center
on the Developing Child (CDC) which highlights that the
K. M. La Paro (&) structure of the brain is built interaction by interaction,
University of North Carolina at Greensboro, within the physical and social environments in which very
PO Box 26710, Greensboro, NC 27402, USA young children spend their days (National Scientific
e-mail: kmlaparo@uncg.edu
Council on the Developing Child 2007). These findings
L. Gloeckler underscore the importance of understanding the classroom
The Villages, FL, USA contexts supporting toddlers’ development and learning.

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In this paper, we define, and discuss the context of of activity’’ (Fox et al. 2010, p. 33). The children did not
toddler child care classrooms using the term, experience experience the routine warm, responsive interactions that
expectable environment (EEE) to provide a perspective on would have primed the brain for skill development and
the importance of responsive interactions and routines for therefore, these skills developed very little. Additionally, if a
young children. The phrase ‘‘experience expectable’’ is child’s early experiences are filled with negative interactions
borrowed and adapted from research in brain development or they have limited stimulation, circuits responsible for high
(Greenough 1986, p. 401; Fox et al. 2010). In this paper, level thinking may not get the input necessary to develop
experience expectable environment is discussed in terms of properly (Knudsen 2004; National Scientific Council on the
the patterns of routines and interactions necessary for de- Developing Child 2007). However, when a solid foundation
velopment and learning in toddler child care classrooms. is laid with repeated and consistent positive interactions and
The discussion of the EEE is framed within the context of experiences during children’s very early years, higher func-
toddler classrooms using both structural and process vari- tioning brain circuits supporting a wide variety of skills have
ables and the critical social emotional learning (i.e. self- a solid foundation upon which to develop.
regulation) in which toddlers are engaged. Examples are Knowing that experience expectable brain development is
provided for what an EEE looks like in the context of time sensitive (Masataka 1996)—usually occurring in early
toddler child care classrooms, and the paper concludes with childhood—and knowing that the brain must be exposed
a discussion of how teachers might meet the developmental repeatedly to certain experiences to gain specific skills, the
needs of toddlers by providing an experience expectable toddler years are a critical period for these positive interac-
environment. tion. Toddlerhood is a crucial time period for children to be
exposed to the interactions, behaviors and activities that are
pro-social, healthy, growth promoting and the skills that their
Experience Expectable Brain Development and Toddler society and culture deem to bring about overall well-being.
Development Toddlerhood is marked by children’s increased self-aware-
ness, learning of self-help skills, and increased self-regula-
An important concept in early childhood is the idea of sensi- tion as well as learning how to successfully interact with and
tive periods which are specified periods of time during a young relate to others. The self-help skills that toddlers are learning
child’s life when the brain is very open to environmental input, show their innate desire to grow and develop skills necessary
especially in the ‘‘form of patterns of activity’’ (Daw 1997, to be autonomous. The development of autonomy can be a
p. 692; Knudsen 2004). Patterns of activity occur when an very exciting time for toddlers and yet very scary at times
interaction, behavior or activity happens repeatedly over time too, as evidenced by toddlers one minute saying ‘‘me do it
(Butterfield 2002). In the brain, pathways are created when myself’’ and the next minute saying ‘‘hold me, hold me’’
specific neurons are activated repeatedly during these ac- (NAEYC 2009). Sroufe et al. (1993) describes these types of
tivities, and, through this repeated activation, neural pathways behaviors as toddlers seeking ‘‘autonomy with connected-
are developed and strengthened. These pathways in the brain ness’’ (p. 206). Toddlers will continue this back and forth
become increasingly complex over time and begin priming the dance, wanting to be independent one moment and needing
brain to begin to expect this particular type of interaction, support the next, until reaching the state of balance around
behavior or activity (National Scientific Council on the 3 years of age (Edwards and Raike 2002; Mahler et al. 1967).
Developing Child 2007). During this process, the brain is It is interesting to note that this tremendous development and
developing a memory of this behavior or patterned activity, learning is frequently taking place in the context of early
and comes to expect it to happen again and again. Over time, relationships with teachers and caregivers in child care
these patterns of activity develop into what has been termed classrooms. Daily routines and activities provide the foun-
‘‘experience expectable’’ brain development (Greenough dation for most child care programs serving toddlers; within
1986, p. 401; Fox et al. 2010). these contexts, it is expected that toddlers will gain physical,
These patterns of behaviors contribute significantly to self-help and increasingly complex social-emotional skills
children’s development and/or lack of development. For such as perspective taking, understanding, expressing and
example, infants and toddlers, living in orphanages who were regulating emotions and learning about first friendships with
deprived of a loving, responsive caregiver and who lacked a supportive care and nurturing relationships. The routines and
stimulating environment had deficits in speech and language, interactions that toddlers experience during this develop-
and their IQ scores were lower than their age mates taken mental period contribute to the development and learning
from the orphanages and placed in foster care with appro- and the EEE assists in the description of the context impor-
priate stimulation (Nelson et al. 2007). This developmental tant for optimal development across the many develop-
trajectory was partly due to the ‘‘lack of exposure to patterns mental areas.

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Experience Expectable Environments in the Toddler belongings in a cubby, they wash their hands, and then the
Child Care Classroom teachers asks in which area they would like start their day.
As a responsive and respectful teacher she/he engages in
Toddler classrooms are a hub of activity where routines certain practices, for example, making sure each and every
form the basis of the day and repeated and predictable child is greeted and follows the routines of putting away
interactions support the developmental of neural pathways their belongings and washing their hands. Over time, the
and facilitate children’s growth and development. The children who might at first have had difficulty separating
context of toddler classrooms is a series of routines and from their parent or entering a different environment now
activities occurring throughout the day and repeated in- know the routine so the children, over time, are less hesi-
teractions among children and adults. Consistent and pre- tant to leave their parent and enter the classroom. The
dictable routines for young children are necessary for children also begin to anticipate the experience each day,
healthy development (Hyson 2004; Landry et al. 2014; and the amount of stress they may feel is lessened and
NAEYC 2009). Toddlers learn by doing and through in- therefore their ability to self-regulate their emotions and
teraction with the physical and social-emotional environ- behaviors is strengthened and overall well-being is greater.
ment with research consistently indicating that responsive What is happening is not only the development of patterned
growth-promoting interactions support young children’s activity which helps the brain develops but the children’s
cognitive and social-emotional development (Feldman behavior is becoming part of a routine as well. Children’s
et al. 2004; Hallam et al. 2009; Warren and Simmens ability to self-regulate or manage their emotions and be-
2005). In this section, we discuss the context of the toddler haviors is being taught and supported, and this ability then
classroom in terms of structural and process features and allows them to enter the classroom, engage with materials,
the experience expectable environment and the role of the activities, and peers, and provides opportunities for learn-
teacher in creating and supporting the experience ex- ing and development.
pectable environment. We will focus on the growth-pro- The process features as experience expectable generally
moting interactions rather than growth inhibiting include the interactions and relationships in the classroom
interactions (Bronfenbrenner and Morris 1998) and yet it is among teachers and children which occur throughout the
known that either direction can profoundly influence chil- day within activities and routines. Although associations
dren’s abilities to develop the skills necessary for both exist between structural and process features of child care
academic success and later healthy functioning as an adult. classrooms, process features of the classroom are often
considered to have a more direct influence on children’s
development (Hestenes et al. 2007; Pianta et al. 2005).
Structural and Process Features Aspects of interactions such as, responsive language, re-
assurance (both physical and verbal), and encouragement
The structural features of the classroom are those features provided to children again and again are associated with
that are often regulatable, that provide the framework for positive development partly because they are repetitive,
the classroom activities, and provide a foundation for predictable and pattern forming and therefore children
which process features can occur. The structural features of come to expect the action or behavior of the teacher
a toddler classroom as experience expectable environment (Kostelink et al. 1989). Responsive and sensitive interac-
would include the routines, activities, and the classroom tions between teachers and children that are consistent and
schedule; these are the framework of the classroom. In a occur over time, become increasingly complex and set the
positive experience expectable environment, there is a foundations for positive relationships in the classroom.
predictable schedule for children each day. Arrival, An example of how process variables can create an
breakfast/snack, free play, etc. occur in a similar order each experience expectable environment in the classroom is the
day, so that children experience a schedule they can count following. Two, 18 month old toddlers have gotten into a
on and for which children can prepare mentally and conflict over wanting the same truck. Each one is pulling
physically. When routines and activities are carried out in a and pushing the other in an attempt to gain the favored toy.
predictable manner and order, children come to anticipate The teacher comes over and begins simple conflict
and expect the sequence of events. As teachers manage the resolution with them, noting that first she/he has to help
physical environment, schedule and activities they create them calm down as their voices are high and one child is
the routine needed for children to feel free to focus on crying. The teacher may put her/his arms around them or
exploration and learning. An example of a structural fea- use a calm voice to explain what she/he sees and begin to
ture of the classroom contributing to the EEE is the fol- ask what happened. Each child is given an opportunity to
lowing. Every day, as children arrive to the classroom, they talk, point, nod or express their views in whatever way they
are greeted by an adult. The children then put their can. Because conflict resolution is facilitated in this

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classroom, and is a predictable and consistent practice used When this happens day after day, the child learns to expect
by the teacher, the toddlers know that the teacher is there to that when he/she is upset and crying, he/she can count on
help them resolve the challenge. They know she/he will the availability of the caregiver to help him/her return to a
stick with them and help them to manage their level of place of calm (Sroufe et al. 1993). This support provided by
arousal (self-regulate) and help with the gestures and words the teacher also helps the child learn to anticipate, expect
to resolve the issue and move on. A few things happen over and return to a calm state, and the amount of cortisol re-
time through this patterned activity or experience ex- leased by the child’s stress response system is lessened
pectable event: the children come to know they can count (Gunnar and Cheathan 2003). The child’s stress response
on the availability of the teacher to help them and they do system becomes patterned in a healthy way knowing help
not get as upset knowing they will be helped; therefore, and support is available. In fact, the child will likely not
their sense of safety and security is strengthened. have to get into such a high fevered cry knowing that the
Research provides evidence of the positive effect these teacher-caregiver will come to help calm emotions because
types of interactions have on children’s stress and self- the environment is an expectable environment and has a
regulation in child care. Sroufe et al. (1993) have written pattern of the teacher being responsive to the child’s needs.
about the importance of children being able to count on the The responsive teacher’s ongoing support for a child to
availability of the caregiver to have a sense of security and manage her or his level of arousal, provides the scaffolding
safety; the amount of cortisol that is released into their needed and foundational skills needed for future growth
system to deal with the stress of a conflict is less. Gunnar helping children to develop the ability to independently
et al. (1996, 2003) have reported on the lower stress levels manage emotions and behaviors, self-regulate. It should be
and less cortisol in children’s systems when they have a noted that while the child’s brain (neural pathways) are
warm, responsive and respectful teacher who engages them becoming patterned by the consistent and predictable
in relationship. practice of the teacher, the child’s stress response system
As shown above, both structural and process variables becomes patterned and finally the child’s behavior (less
contribute to the experience expectable environment. Dur- high pitched cry) is also an outcome, patterned by the tea-
ing the many routines of the day, including arrival, feeding, cher’s practice and the experience expectable environment.
diapering, clean-up, dressing and more, there are several
structural and process components of the teacher’s practice
that are important for children’s development and create the The Teacher’s Role in the Experience Expectable
experience expectable environment. First, the structure of Environment
the routine, how and when it occurs each day and how it
unfolds in the same predictable manner. Second, how the Recent numbers indicate that young children may spend as
teachers involved in the routine behave and interact in a much of 40 % of their day in child care in routines such as
predictable manner, express consistent expectations for sleeping and eating (Harrison et al. (2014), and it is the
children’s behavior, support children’s efforts, redirect with teacher who provides either growth promoting or growth
similar calmness and intention, and how they support and inhibiting interactions and environment during these times.
provide feedback for children’s efforts. All these contribute We have noted earlier that the quality of many toddler
to the development and support of the EEE on toddler child classrooms are rated ‘‘barely adequate’’ (Whitebook et al.
care classrooms. This consistency of routines and repetition 1990; Cost, Quality, and Outcomes Study Team 1995), and
in adults’ actions offers toddlers the ability to develop an many suffer from a high frequency of teacher turnover
understanding of the routine and the security to try new according to the National Association of Child Care Re-
approaches, behaviors and abilities as they grow, knowing source and Referrals Agencies, Center for the Child Care
they can expect certain teacher behaviors and responses. Workforce (2012) which inhibits the very development of
Through these early interactions, that are consistent over patterns of activity for children at this critical stage of
time, patterns of interaction and relationships develop. development. Teachers of toddlers need to be able to be
These social and emotional skills are often cited as critical responsive to children, and who understand the importance
elements of cognitive development and future school of routines that both are predictable and include positive
readiness (Bagdi and Vacca 2005; Copple and Bredekamp, and nurturing interactions.
NAEYC, Copple and Bredekamp 2009). The following Toddlers need teachers who are able to respond appro-
provides an example of how the EEE supports critical so- priately to toddlers’ wants, needs, goals and challenges
cial-emotional skills such as self-regulation. A toddler cries within an EEE. Toddlers need responsive teachers who
and cries reaching a high peak and the caregiver picks him/ understand the importance of consistent interactions. The
her up and comforts the child, this external support helps the experience expectable environment requires teachers to
child manage his/her level of arousal and self-regulate. have a solid understanding of toddler development to

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understand children’s experiences and how growth pro- emotions, a calm and self-regulated teacher is more
moting patterns of activity support not only healthy brain easily able to offer emotional support, comfort, words
development but the opportunities to gain the early skills to use and problem solving to help the children return
necessary for later academic success and personal success. to a calm and self-regulated place themselves.
Toddlers need teachers who understand the importance 2. The teacher provides warm, responsive, predictable
of predictable routines. An experience expectable envi- care that includes reciprocal interactions with indi-
ronment requires high quality teachers/caregivers for our vidual children and the group as a whole through the
youngest children to address structural and process features day (NAEYC 2009; Wittmer and Petersen 2014).
in the context in which young children know what is oc- These interactions build a deep sense of safety and
curring and what is coming next, these experiences help security enabling children to go about their day with
both the body and brain be calm (Hyson 2004), the central confidence and focus on learning, knowing they can
nervous systems relax and therefore, increase the child’s count on their teacher to help when needed and
ability to learn. The sense of security these environments knowing what is coming next. The teachers’ practice is
provide, allows children to focus their attention on explo- again expectable and consistent.
ration and learning. As Butterfield noted (2002) ‘‘patterns 3. The teacher offers support to children’s self-regulatory
of behavior increase safety and decrease conflict and efforts throughout the day whether to offer comfort to a
anxiety’’ (p. 31). child who is upset or limit setting as needed to help a
The importance of responsive and respectful teachers for child with a difficult situation. As with several skills,
young children has been noted for some time (Howes et al. refinement and growth in self-regulation skills is built
2008; NICHD ECCRN 2002). What is new is the per- upon the initial foundation of skills developed at very
spective of these interactions building the experience ex- early ages (Bodrova and Leong 2008; Kochanska et al.
pectable environment and contributing to the development 2001). Therefore, it becomes critical that toddlers are
of the brain and the patterning of children’s behavior and provided the routines and interactions that will support
self-regulation through the consistent and predictable pat- their overall development—particularly self-regula-
terns of activities provided by the teacher. These patterns tion—which is one of the major developmental mile-
of activities result in healthy stress response systems with stones of toddlerhood. The development of self-
less cortisol being released during a stressful event, greater regulation requires that teachers facilitate children’s
ability to self-regulate emotions and behaviors (Gunnar activities and play as they shift from external to internal
et al. 1996; Gunnar and Cheatham 2003), and increased regulation, helping them become increasing confident in
opportunities for learning. It is the consistency and pre- their own abilities to manage and regulate themselves.
dictability of the teacher’s actions that offer to children the 4. If the teacher reflects upon her/his practice, knowing
ability to develop an understanding of each routine and the that as she/he provides the sensitive, responsive care
security to try new approaches, behaviors and abilities to that toddlers need, and provides increasing consistency
grow knowing they can count on their teacher to help when and predictablility then toddlers will gain in their
needed. understanding and confidence of the environment and
The following are some practices that help define the role their own learning. Effective teaching requires reflec-
of the teacher in an experience expectable environment: tion for growth (Lubeck 1996). Reflection requires
teachers to examine their practices and interactions and
1. The teacher makes efforts to manage and regulate her/
consider what is working and for whom, what could be
his own emotions and behaviors to provide a good
changed, and what do they still need to think about and
model to children. It is known that teachers set the
learn (Wittmer and Petersen 2014). In relation to the
emotional tone and climate of the classroom and
EEE reflection is important to monitor consistency in
therefore profoundly influence what occurs and how it
routines, and the types of interactions with all children
is perceived by the children (White and Howe 1998).
in the classroom.
Teachers who are cognizant of their own attitude and
self-regulation during the day, managing themselves as
needed, not only model it for children but provide an
environment that is predictable and expectable, where Conclusion
children can focus on learning and development,
exploration and play. Teachers set the pace for the As we move into the twenty-first century and are entering a
day, an expectable environment, and as they keep more global and complex world, the skills and capabilities
steady emotionally and behaviorally, it encourages the to access multiple resources and respond to diverse people
children to do the same. As children experience upset and situations requires human relationships that can build a

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foundation of success. Becoming increasingly apparent is Gloeckler, L. R., Cassell, J. M., & Malksu, A. J. (2014). An analysis
that early experiences shape who children are, who they of teacher practices with toddlers during social conflicts. Early
Child Development and Care, 184(5), 749–765.
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