The aim of this current study was to investigate how young children and their parents interact during in-home digital activities. A total of 40 home visits were conducted to observe children’s social interaction with their parents during the digital activity time. Data were collected through participant observation as well as through interviews conducted with the parents. The results revealed that children and their parents frequently interacted with each other for a variety of purposes. These interactions were divided into categories of conflict and synchrony. The conflicts were resolved through three strategies of resolution: parental submission, child submission or compromise. The observed synchrony strategies were based on either following instructions, accompanying or cooperation. This study showed that parents play a key role in enriching children’s digital activities through consistent interactions. No matter if there was conflict or synchrony, the social interactions between children and parents provided opportunities for improving children’s understanding and arrangement of their emotions. However, each interaction between children and parents during digital activities has unique features. It should be highlighted that the interactions may vary across contexts and parent-child dyads.

这项当前研究的目的是调查年幼的孩子及其父母在家庭数字活动中如何互动。在数字活动期间，总共进行了40次家访，以观察儿童与父母的社交互动。通过参与者的观察以及与父母的访谈收集数据。结果表明，儿童及其父母经常出于各种目的相互交流。这些交互分为冲突和同步两类。通过三种解决策略解决了冲突：父母服从，子女服从或妥协。观察到的同步策略基于以下指示，伴随或配合。这项研究表明，父母通过持续的互动在丰富孩子的数字活动中起着关键作用。无论是否存在冲突或同步，孩子与父母之间的社交互动都为改善孩子对情感的理解和安排提供了机会。但是，数字活动中孩子与父母之间的每次互动都具有独特的功能。应该强调的是，交互作用可能因上下文和亲子二元组而异。儿童和父母在数字活动中的每一次互动都具有独特的功能。应该强调的是，交互作用可能因上下文和亲子二元组而异。儿童和父母在数字活动中的每一次互动都具有独特的功能。应该强调的是，交互作用可能因上下文和亲子二元组而异。