This dissertation examines the organization of parents leaving their very young children (18-30 months) behind in infant-child daycare centers. Over five hundred hours of videotaped daycare interaction were drawn on for the study. The study employs the method of conversation analysis to develop an account of the leave-taking sequence occurring between parents, children, and often assisted by caregivers. The problem for parents (and often caregivers) is that the child, although competent to respond, does not ratify the leave-taking in most cases. The child's unresponsiveness leads to sequence expansion and an otherwise extended leave-taking. Each chapter addresses how parents handle this problem in unassisted leave-taking, and how caregivers can assist leave-taking. Parents and caregivers employ specific methods designed for an unresponsive or resistant child that are nonetheless fit to the ordinary structure and tasks of parent-child leave-taking. A special application section for parents and caregivers is included in the conclusion of the dissertation.*

*This dissertation is a compound document (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: Microsoft Office; QuickTime.