Hellos and How Are Yous: Predictors and Correlates of Communication Between Staff and Families During Morning Drop-Off in Child Care Centers

Abstract

Research Findings: The amount and quality of communication between staff and guardians in child care centers was examined using extensive naturalistic observations. Interactions between staff and more than 1,000 guardians who dropped their child off at their child care center were captured through a series of 20-s time-sampled observations. Structural quality indicators (ratios, staff education, etc.) were used to predict communication. Associations between staff–guardian communication and other aspects of quality were also examined. Results: Guardians spent an average of 63 s in their child's classroom during morning drop-off. Communication between staff and parents was limited, with staff providing child-related information to or soliciting it from approximately 15% of guardians. Out of several structural quality indicators, only greater professional development hours among staff in a classroom increased the likelihood of staff providing guardians with information about the program. Drop-off communication between staff and guardians and between staff and children was somewhat related to other measures of process quality. Practice or Policy: Results are discussed in terms of the importance of connecting families and centers, implications for rating center quality, and the accuracy of the drop-off period as parents’ lens into the quality of their child's classroom.

ACKNOWLEDGMENTS

We wish to thank the Social Science and Humanities Research Council for the financial support that made this study possible. We also would like to thank the reviewers for their insightful comments that helped to improve this paper.

Notes

^a Percentage of total guardians/children for which this code occurred at least once during drop-off (N = 1,004).

¹In an effort to reduce the number of drop-off codes, we undertook factor analysis. The results indicated that drop-off codes were largely independent of one another. As a result, the codes were not combined.

Note. Sample size is 91 classrooms. CLASS = Classroom Assessment Scoring System; ECERS-R = Early Childhood Environment Rating Scale–Revised.

^a 0 = no degree, 1 = community college degree, 2 = bachelor's degree or higher.

^b The range of possible values for all process quality measures is 1 to 7. Higher values indicate better quality.

Note. Spearman correlations are presented because of skewed distributions. CLASS = Classroom Assessment Scoring System; ECERS-R = Early Childhood Environment Rating Scale–Revised.

*p < .05. **p < .01. ***p < .001.