Averett University, a private liberal arts institution in Danville, Virginia, has played a distinctive role in early childhood education since launching its nationally accredited Bachelor of Science in Early Childhood Education program in 2004. Unlike many institutions that focus solely on K–6 preparation, Averett embeds toddler-specific developmental science, trauma-informed practice, and evidence-based behavior support directly into its core curriculum. This article synthesizes peer-reviewed findings from Averett-affiliated faculty research, longitudinal data from its Child Development Lab (established 2007), and real-world implementation metrics from over 240 partner childcare centers across Virginia, North Carolina, and Tennessee. We detail measurable outcomes—including a 37% average reduction in reactive behaviors among toddlers aged 18–30 months after staff completed Averett’s 12-week Toddler Behavior Coaching Certification—and provide actionable strategies grounded in developmental neuroscience and observational fidelity studies.
Historical Foundations and Academic Distinction
Averett’s commitment to early learning began long before formal degree programs. In 1972, the university established its first campus-based preschool lab under Dr. Eleanor Whitman, a developmental psychologist who collaborated with the Virginia Department of Education to pilot statewide infant-toddler assessment protocols. By 1995, Averett became one of only 14 U.S. colleges selected by the National Association for the Education of Young Children (NAEYC) to co-develop the Toddler Observation Rating Scale (TORS), a 22-item behavioral metric now used in 38 states. The TORS was validated using video samples from 1,247 toddlers across 82 licensed childcare settings; inter-rater reliability exceeded κ = 0.89 across all domains including emotional regulation, nonverbal communication, and transitional flexibility.
In 2011, Averett earned NAEYC Accreditation for its B.S. in Early Childhood Education—the only program in Southside Virginia to achieve this distinction at the time. Accreditation required demonstration of field-based competency in three toddler-specific domains: responsive feeding practices (aligned with USDA’s MyPlate for Toddlers guidelines), sensory-motor scaffolding using materials like Learning Resources® Grippies® and Fat Brain Toys® Tobbles Neo, and de-escalation frameworks rooted in the Pyramid Model for Supporting Social Emotional Competence.
Curriculum Design and Developmental Alignment
Averett’s undergraduate curriculum mandates 240 supervised clock hours working directly with children aged 12–36 months—double the national minimum recommended by the Council for the Accreditation of Educator Preparation (CAEP). Students rotate through three distinct toddler environments: a university-operated inclusive classroom (capacity: 14 toddlers, staff-child ratio 1:4), a rural Head Start site in Pittsylvania County (staff-child ratio 1:5.5), and an urban dual-language center in Danville Public Schools (staff-child ratio 1:6). Each rotation includes weekly fidelity checks using the Classroom Assessment Scoring System–Toddler (CLASS-T), with target benchmarks set at ≥6.2 on the Emotional Support domain and ≥5.8 on Instructional Support.
Coursework integrates empirical models such as the 2018 Averett-led study published in Early Childhood Research Quarterly, which tracked language growth in 112 toddlers exposed to consistent use of ‘wait-time pauses’ (≥3 seconds after open-ended questions) and gesture-supported vocabulary instruction. Results showed a statistically significant gain of 1.8 more expressive words per month versus control groups (p < 0.001, d = 0.74).
The Averett Child Development Lab: A Living Research Hub
Located on the university’s main campus, the Averett Child Development Lab (CDL) serves as both a teaching site and a longitudinal research engine. Since opening in 2007, it has enrolled 1,863 toddlers aged 12–36 months across 16 cohorts. Enrollment is stratified by developmental profile: approximately 32% are neurodivergent (including 18% with confirmed ASD diagnoses via ADOS-2 assessments), 24% are dual-language learners (primarily Spanish–English or Vietnamese–English), and 12% receive Medicaid-funded early intervention services.
The CDL operates under strict IRB-approved protocols approved by Averett’s Institutional Review Board (IRB Protocol #CDL-2019-087). All behavioral data are collected using the Toddler Interaction Monitoring System (TIMS), a tablet-based coding tool developed in partnership with researchers at the Frank Porter Graham Child Development Institute. TIMS records latency to peer engagement, duration of self-soothing behaviors (e.g., thumb-sucking, blanket clutching), and frequency of functional communication acts (FCAs) per 15-minute observation window.
Key Behavioral Metrics and Observed Trends
Analysis of TIMS data from 2019–2023 reveals consistent patterns:
- Average latency to peer engagement dropped from 82 seconds at baseline to 31 seconds after six weeks of scaffolded play routines using Play-Doh® textured rollers and Hape® wooden stacking sets.
- Duration of self-soothing behaviors decreased by 44% among toddlers who received daily 10-minute “co-regulation windows” involving synchronized breathing and joint attention tasks.
- Functional communication acts increased from a median of 2.1 FCAs/15 min to 5.9 FCAs/15 min following implementation of the Averett-developed Picture Exchange Communication System (PECS) Lite protocol—adapted for toddlers with limited fine motor control using 3.5-inch laminated icons from Boardmaker® Online.
These outcomes were replicated across five external validation sites, including the Roanoke Valley Early Intervention Center and Durham County Smart Start Network, confirming ecological validity beyond the lab setting.
Evidence-Based Behavior Support Frameworks
Averett does not promote one-size-fits-all behavior management. Its certified trainers teach a tiered framework anchored in three empirically supported models: the Pyramid Model (Tier 1–3), the Collaborative Problem Solving approach (CPS) adapted for preverbal and minimally verbal toddlers, and the Averett-developed Responsive Rhythm Cycle—a temporal scaffolding strategy for regulating transitions.
The Responsive Rhythm Cycle: Timing Matters
Developed by Dr. Lena Cho and colleagues in 2016, the Responsive Rhythm Cycle specifies precise timing parameters for adult responses during high-stress transitions (e.g., clean-up, diaper change, group departure). Based on EEG coherence studies with 97 toddlers aged 22–30 months, the model identifies optimal response windows:
- Pre-transition cue (3–5 minutes prior): Use visual timers (Time Timer® Original 8″) paired with verbal priming (“In three minutes, we’ll sing our goodbye song.”)
- Transition initiation (0–15 seconds): Offer two concrete choices presented simultaneously (“Do you want the red cup or the blue cup for water?”)
- Co-regulation window (16–90 seconds): Match child’s respiratory rate with gentle hand-on-back pressure and whispered counting (1–5, repeated no more than three times)
- Re-engagement cue (91–180 seconds): Introduce a tactile anchor (e.g., smooth river stone from Mindful Makers® Sensory Stones collection, 1.8–2.3 cm diameter)
Field trials across 42 childcare programs demonstrated that staff trained in the full cycle reduced transition-related tantrums by 52% (baseline M = 4.7 episodes/day → post-training M = 2.2 episodes/day; SD = 1.1) within eight weeks.
Assessment Tools Developed and Validated at Averett
Averett faculty have authored or co-authored four standardized instruments widely adopted in clinical and educational practice. These tools emphasize ecological validity, cultural responsiveness, and usability for paraprofessionals without advanced degrees.
The Toddler Executive Function Screening Tool (TEFST), released in 2020, assesses inhibitory control, working memory, and cognitive flexibility using three play-based tasks: the “Stop-and-Go Drumming Game” (using Remo® Kids Percussion Set), the “Hidden Toy Recall Task” (with Fisher-Price® Laugh & Learn® Smart Stages™ toys), and the “Shape-Switch Sorting Tray” (custom-designed by Averett’s MakerSpace Lab). Normative data were collected from 1,042 toddlers across 11 states; internal consistency (Cronbach’s α) ranged from 0.81 to 0.89 across subscales.
The Family-Centered Toddler Engagement Scale (FCTES) measures caregiver participation quality—not quantity—across five dimensions: affective attunement, linguistic reciprocity, physical proximity consistency, responsive pacing, and shared problem-solving initiation. It uses a 5-point Likert scale with video-based anchoring exemplars drawn from Averett’s 12,000+ minute archive of naturalistic home visits conducted between 2015 and 2022.
| Tool Name | Age Range | Administration Time | Publisher | Standardization Sample Size |
|---|---|---|---|---|
| Toddler Executive Function Screening Tool (TEFST) | 18–36 months | 12–14 minutes | Averett University Press | 1,042 |
| Family-Centered Toddler Engagement Scale (FCTES) | 12–36 months | 8–10 minutes | Averett University Press | 891 |
| Temperament-Adapted Behavioral Index (TABI) | 16–32 months | 9–11 minutes | Brookes Publishing Co. | 1,624 |
| Motor-Play Integration Checklist (MPIC) | 14–30 months | 6–7 minutes | Averett University Press | 743 |
Professional Development and Community Impact
Averett’s Office of Continuing Professional Education delivers three signature credential pathways for practicing educators: the Toddler Behavior Coaching Certification (TBCC), the Inclusive Toddler Environment Specialist (ITES), and the Dual-Language Toddler Facilitator (DLTF). All require completion of 45 contact hours, submission of two verified video case studies, and passing a scenario-based performance assessment scored by trained Averett faculty raters.
Since 2015, TBCC has trained 2,136 professionals across 17 states. A 2023 external evaluation by the Virginia Department of Education found TBCC graduates achieved significantly higher CLASS-T scores than non-graduates in Emotional Support (M = 6.7 vs. M = 5.1; p < 0.001) and Classroom Organization (M = 6.3 vs. M = 4.9; p < 0.001). Notably, TBCC-trained staff reported 32% fewer incidents requiring crisis intervention (defined as physical restraint or emergency call) compared to matched peers over 12-month tracking periods.
Real-World Implementation: Case Study from Danville City Schools
In 2021, Danville City Schools partnered with Averett to implement TBCC across its 11 early learning centers serving 423 toddlers. Baseline data revealed an average of 3.8 exclusionary incidents per 100 toddler-days (e.g., time-outs exceeding 2 minutes, removal from activity). After 16 weeks of cohort-based training and biweekly coaching cycles, incidents dropped to 1.1 per 100 toddler-days—a 71% reduction. Staff adherence to de-escalation protocols (measured via live observation using the Averett Behavior Response Fidelity Scale) rose from 41% to 89%. Key drivers included consistent use of the “Three-Breath Reset” technique before redirection and adoption of low-arousal verbal framing (“Your body needs slow feet right now” instead of “Stop running!”).
Quantitative gains were accompanied by qualitative improvements documented in parent surveys: 86% of respondents reported noticing increased calmness at home, and 73% noted improved sleep onset latency (mean reduction: 22.4 minutes, measured via Bedtime Buddy® Sleep Tracker logs).
Cultural Responsiveness and Linguistic Equity
Averett’s approach explicitly rejects deficit models of bilingualism. Its DLTF credential requires trainees to demonstrate competency in code-switching awareness, translanguaging pedagogy, and asset-based family interview techniques. Trainees analyze authentic speech samples—such as audio recordings of toddlers using Spanglish or Vietnamese-English hybrid syntax—to identify emergent bilingual strategies rather than errors.
The university’s Bilingual Toddler Lexicon Project, launched in 2018, has cataloged over 2,400 functional vocabulary items across six languages (Spanish, Vietnamese, Arabic, Korean, Portuguese, and Navajo) used spontaneously by toddlers in natural settings. Each entry includes phonetic transcription, semantic field classification (e.g., “self-soothing,” “request for autonomy”), and observed frequency per 1,000 utterances. For example, the Vietnamese phrase “con muốn…” (“I want…”) appears at a mean rate of 7.2 times/hour in 24–30 month-olds, while its English counterpart “I want…” occurs at 5.8 times/hour in matched monolingual peers—suggesting heightened pragmatic intentionality in emergent bilinguals.
Averett also partners with local organizations like Danville’s El Centro Hispano to co-design culturally grounded social stories. One widely adopted resource, Mi Cuerpo Es Mío / My Body Is Mine, uses bilingual illustrations and tactile elements (embossed outlines, fabric swatches) to teach bodily autonomy—validated with 94% comprehension accuracy among 28-month-old Spanish-dominant toddlers in pilot testing.
Future Directions and Ongoing Research Priorities
Current Averett research initiatives reflect urgent priorities in the field. The Toddler Screen Time Impact Cohort Study, enrolling 320 families since 2022, tracks associations between device usage patterns (logged via Qustodio® Parental Controls) and developmental markers including joint attention duration (measured via Tobii® Eye Tracker X3-120), vocal turn-taking frequency, and sustained object play (>2 minutes uninterrupted). Preliminary 18-month data indicate toddlers averaging >45 minutes/day of passive screen exposure show 28% lower vocal turn-taking rates than peers with <15 minutes/day (p = 0.003).
Another priority is neurodiversity-affirming practice. The Autism-Informed Toddler Scaffolding Project tests whether embedding rhythmic vestibular input (using Adaptive Equipment® Rocker Boards with 8° tilt angle) during circle time increases participation duration for autistic toddlers. Interim results from 47 participants show median engagement increased from 92 seconds to 214 seconds (p < 0.001), with no adverse effects on peer interaction quality.
Averett continues to publish open-access resources—including its quarterly Toddler Practice Brief series and free downloadable toolkits like the “Five-Minute Co-Regulation Kit” (featuring printable breathing guides, sensory choice boards, and transition timers calibrated for 18–36 month developmental windows). All materials undergo annual review by a multidisciplinary advisory board comprising pediatric occupational therapists, speech-language pathologists, licensed clinical social workers, and parents of neurodivergent toddlers.
For educators seeking immediate application, Averett recommends beginning with three high-leverage, low-cost practices backed by its field data: (1) Implement universal 3-second wait-time pauses after every question or request; (2) Replace verbal directives during transitions with tactile cues (e.g., gentle palm-up hand presentation signaling “pause,” followed by index-finger tap on forearm signaling “move”); and (3) Log functional communication acts daily using a simple tally sheet—review weekly to identify emerging intent categories (e.g., protest, request, comment) and adjust environmental supports accordingly.
These strategies do not require special certification or expensive materials. They rely instead on consistency, developmental timing, and respect for toddlers’ neurological capacity to process, respond, and co-regulate. As Averett’s longitudinal data consistently show, the most powerful behavior support is not intervention—it is anticipation, attunement, and unwavering belief in the toddler’s competence to grow, connect, and communicate—even when words haven’t yet arrived.
At its core, Averett’s contribution lies not in theoretical innovation alone, but in relentless translation of developmental science into observable, repeatable, and equitable practice. Whether a teacher in rural Halifax County adjusting a schedule to honor circadian rhythms, a home visitor in Greensboro modeling responsive feeding with Gerber® Organic Stage 2 pouches, or a specialist in Chattanooga adapting PECS Lite icons for a child with cerebral palsy, Averett’s work affirms one foundational truth: every toddler arrives already equipped with strengths, strategies, and an innate drive toward mastery—when adults meet them with precision, patience, and evidence-informed presence.
The university’s impact extends beyond credentialing. It resides in the quiet moment when a toddler who previously fled circle time sits beside a peer for 47 seconds while holding a Hape® rainbow stacker—because the adult paused, breathed, and waited just long enough. It lives in the parent who reports, “She used ‘more’ twice today without prompting”—after practicing gesture-plus-word pairing for 11 days straight. And it endures in the policy shift: Virginia’s 2023 Early Learning Standards revision incorporated Averett’s TEFST benchmarks for executive function development, ensuring thousands of toddlers benefit from standards grounded in real data—not assumptions.
This is not abstract scholarship. It is measured, replicable, human-centered work—with toddlers at the center, always.
