摘要：With regard to cultural-historical and activity approaches, collaborative activity withan adult, including communication as a type of meta-activity, is considered to be thenecessary mechanism of child development. A child is considered to be an active partner,possessing his/her own motives, and is guided by mental representations of theparent and interactions with him/her. Russian psychologists have developed a rangeof parenting style classifications; however, these styles primarily emphasize a parent’sposition, contrary to methodological perspectives, with inadequate consideration ofa child’s own agency. The aims of the current research were to investigate actual goalorientedinteractions between preschoolers and their parents and to outline certainpatterns (types) of interactions, considering both partners and analyzing interactionsaccording to the activity model. A total of 75 parent-child dyads (children agedfrom 4.6 years to 6.11 years) participated in “collaborative activity trials” in which theobservational method was based on the activity approach. Cluster analysis (k-meansclusterization) revealed five different groups of parent-child dyads: conflictual, harmonious,distant and two-fold dominant (with dominant parent or dominant child).Between-group comparisons (Mann-Whitney U test) showed significant differencesin a range of parameters of activity and emotional components of interactions. Theharmonious type of interactions is not prevalent, although subgroups with differenttypes of domination are the most common, which may be attributed to cultural peculiarities.Domination-subordination misbalance does not seem to seriously distortthe normal developmental trajectory; however, in cases of conflictual and distantdyads, interactional issues might hinder the course of goal-oriented activity, whichmight serve as a predictor for potential difficulties in further learning.
