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The article provides an overview of international research relating to the study of interaction between child and rule in a normative situation. The reason why the analysis of the articles brings up the issue of child and rule interaction stems from L.Vygotsky’s theory of cultural determination and provisions of N.Veraksa’s theory of culture as a system of normative situations. In contrast to Russian authors who reflect the psychology of a child’s interaction with culture, their foreign counterparts focus on more specific points, consequently, research in developmental psychology has more to do with phenomenology than theory or conception. Among the sources of the articles cited are works recently written by scholars in the field of child psychology and dedicated to different aspects of a child’s learning the rules of the cultural context of its development. Research into the issue of interaction between the child and the rule is empirical in nature and involves addressing specific situations which contain certain cultural norms. The article analyzes the studies related to the safety of children, the role of imitation in learning the rules, mass media influence on the nature of rules to be learned, formation of pro-environmental behavior through a system of specific rules and everyday behaviors which the researchers call contextually normal, the interrelation between a child’s knowledge of rules and relevant discursive strategies in children’s struggle for power.