Styles of parent-child interactions in families with preschool-age children

Abstract

With regard to cultural-historical and activity approaches, collaborative activity with an adult, including communication as a type of meta-activity, is considered to be the necessary 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 the parent and interactions with him/her. Russian psychologists have developed a range of parenting style classifications; however, these styles primarily emphasize a parent's position, contrary to methodological perspectives, with inadequate consideration of a child's own agency. The aims of the current research were to investigate actual goaloriented interactions between preschoolers and their parents and to outline certain patterns (types) of interactions, considering both partners and analyzing interactions according to the activity model. A total of 75 parent-child dyads (children aged from 4.6 years to 6.11 years) participated in "collaborative activity trials" in which the observational method was based on the activity approach. Cluster analysis (k-means clusterization) revealed five different groups of parent-child dyads: conflictual, harmonious, distant and twofold dominant (with dominant parent or dominant child). Between-group comparisons (Mann-Whitney U test) showed significant differences in a range of parameters of activity and emotional components of interactions. The harmonious type of interactions is not prevalent, although subgroups with different types of domination are the most common, which may be attributed to cultural peculiarities. Domination-subordination misbalance does not seem to seriously distort the normal developmental trajectory; however, in cases of conflictual and distant dyads, interactional issues might hinder the course of goal-oriented activity, which might serve as a predictor for potential difficulties in further learning.

Quality of parent-child interaction in underserved migrant areas in Kyrgyzstan: a pilot study

“…They suggested that the dominationsubordination misbalance caused potential di culties in further development. The dominant interaction behaviors of parents' questions and commands, and children's response and compliance observed in the present study is similar to a Chinese study [23], an American study [24], and a Russian study [22]. Speci cally, in the Russian study, the most frequent type of PCI was dominant parent-subordinate child.…”

“…Recently, Shvedovskaya and Archakova addressed the activity-based typology of PCI according to con ictual, harmonious, distant, and dominant (divided into "dominant parent-subordinate child" and "dominant child-indulgent parent" subgroups) types, which differ both in activity (role distribution, character of realization of task-oriented collaboration) and emotional (emotional vector of interactions, emotional reaction to success or failure) aspects of interactions [22]. They suggested that the dominationsubordination misbalance caused potential di culties in further development.…”

The Influence of Husband-Wife Interaction and Parent-Child Interaction on Family Subjective Well-Being in KB and Non-KB Villages

“…Regression test results indicate the influence of parent-child interaction on subjective well-being. According to Shvedovskaya and Archakova (2015), a child is an active partner, has his motives, and is guided by the mental representation of parents and the interaction between the two. The research of Casas et al (2008) also proved that the interaction between parents and children affects the well-being of one's life.…”

Teenagers’ vandalism and the importance of parent-child relationships in addressing it

“…подросток в семейном взаимодействии выступает активным субъектом отношений и руководствуется своими представлениями о родителях, идеальными и реальными образами взаимодействия с ними и применения ими воспитательных воздействий, что может не совпадать с оценкой данных аспектов родителями. на необходимость подобного «перекрестного» оценивания стиля воспитания в семье с позиции обеих сторон указывается в работах российских и зарубежных исследователей (Shvedovskaya & archakova, 2015;Gracia et al, 2005).…”