Abstract
Abstract The main purpose of this study was to develop a reliable and valid method of describing the ecology of parent-child communication about children's daily experiences in preschool and day care. Ninety parents whose preschool children attended university-based preschool/day care programs in two southeastern communities, completed a 50 item checklist designed to assess the frequency, content, and context of parent-child communication about school. Results indicated that parents and children communicated most frequently on weekdays, particularly when the parent picked the child up from school, at meal times, and when the other parent returned home from work. Topics of conversation focused on the child and his/her good friends, as well as outside play, learning activities, and special events. Children, particularly girls, often communicated by describing, asking questions, and performing. Mothers initiated conversations most frequently, particularly with their younger children, though fathers and child...
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