An examination of the quantity of communication between parents and staff during morning drop-offs at child care centers and of what is discussed, of the relationship between structural indicators of classroom quality and the occurrence of co-caring communication, of the relationship between interactions that occur at drop-off and classroom quality, and of the relationship between the quality of staff-child interactions at drop-off and the quality of staff-child interactions that occur in the absence of parents, based on data from 194 staff at 64 child care centers, 101 preschool-age classrooms, the survey responses of 652 parents, and observations of 1,000 parents