The potential for enhancing child outcomes by improving the environments in which they are supported and in which they learn in early childhood is implied in the key finding that the differences between school types were more noticeable than between social status groups. This gives impetus not only to the understanding about what makes the difference to children's outcomes but also to the action that is required based on that understanding - namely, that we can make a difference if we construct the learning environments children need. The follow-up to the profiles study demonstrated what happens if these changes are not made. Sixty-nine per cent of the sample was followed up and assessed in 2003.Children need to know what is expected of them. Teachers should make sure that everyone knows what to do, how to do it, and when to do it by setting clear expectations state, "Knowing what to do and when to do it helps all participants feel secure, comfortable, and confident".Modelling and practicing classroom procedures help children actually see how the procedure should look and what the teacher expects. After teachers model the appropriate behaviour, children should role play or practice procedures and expected behaviours. For example, children could role play choosing a learning centre, going to the centre, participating in the activity, and cleaning up the centre, so everyone will know what is expected of them during centre time.