This project is based on a contextualist-systemic approach to development, highlighting both the relevance of the characteristics of each of the more immediate contexts of the child's development (microsystem) and the importance of transactions between the contexts (mesosystem) for development (Bronfenbrenner, 2005; Brofenbrenner & Morris, 2006). In this perspective, the role of day-care centres, of the family contexts and the relationships between these two contexts of development are extremely relevant for the promotion of the child's development and well-being. Several studies have demonstrated that the quality of daycare is essential, and positively associated with the child's developmental outcomes in the short and long-term (e.g., Barros & Aguiar, 2010; Bryant, Burchinal, Lau, & Sparling, 1994; Pessanha, Aguiar & Bairrão, 2007; Sylva et al. 2006). Some studies, particularly at the international level, have also focused on the importance of parent-caregiver communication, parental attitudes and behaviours in the child’s transition to daycare (Barnes et al., 2006; Owen, Ware, & Barfoot, 2000; Owen, Klausli, Mata-Otero, & Caughy, 2008).

Considering this framework, and particularly the Portuguese context in which research on mesosystemic relationships is reduced, and the rate of coverage of the national network of day-care centres has increased in recent years (Ministry of Labor and Social Solidarity, 2011), these issues play a major role in research.

In this context, this study aims to analyse the transition of the child to the daycare centre in the first year of life, focusing on the role of the different contexts involved - daycare and family context - but also on the relationships between them - family-day care communication – to the child’s adaptation to daycare.

Participants, randomly selected, include (a) 90 rooms from 90 daycare centres in the Porto district, (b) educators/assistants in these rooms, (c) 90 babies attending these rooms and (d) their families.

The results of this project intend to contribute to the understanding of the process of adaptation of the infants to the daycare centre, to the qualification of the professionals, especially concerning the promotion of high-quality experiences in the day-care centre and the parents-caretaker communication.

This project was divided in two phases. In the first phase, it was financially supported by FCT (PTDC/MHC-CED/4007/2012) from May 1st of 2013 until september 14th of 2015. The second phase, was supported by inED (from october 2015 to 2018-12-30).