Parent–professional interaction under multiple demands: an observational study of drop-off moments in preschools

Journal article

Collaborative partnerships between parents and professionals are vital for children’s development. Daily drop-off moments in preschool provide recurring opportunities to build trust and continuity between home and school, yet these interactions are often brief and fragmented. Guided by theories of cognitive overload and triadic interaction, this study examined how situational demands during morning transitions are associated with the quality of parent-professional interactions. Between June 2024 and April 2025, 309 parent–child dyads in 62 preschools in [details removed for peer review], were observed during drop-off. Interaction quality was rated across three dimensions—willingness to interact, communication strategies, and farewell quality—while situational demands such as child support needs, group supervision, and organizational tasks were coded. On average, interactions lasted 63 seconds, with only 40 percent including conversations beyond greetings. Professionals showed higher willingness to interact and higher quality farewells when engaging simultaneously with the parent and child, but intensive child-focused engagement was linked to lowerquality communication with parents. General classroom and organizational demands showed no significant effects. Importantly, interaction quality was highest when multiple professionals shared responsibility. Findings highlight the cognitive and relational complexity of drop-off interactions. Shared professional responsibility appears to buffer competing demands, supporting stronger and more consistent partnerships between families and early childhood settings.

Authors: Hummel, T; Mathers, S; Malmberg, L; Anders, Y

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Springer
• Journal: Early Childhood Education Journal
• Publication date: 2026-05-26
• Acceptance date: 2026-03-25
• DOI: 10.1007/s10643-026-02201-z
• EISSN: 1573-1707
• ISSN: 1082-3301
• Language: English
• Keywords: parent-professional interaction; drop-off situations; microtransitions; preschool-family partnerships; observational study