P049F2 Clip Notes
| Notes:1:50 | by Analyst, Take Two, 10/05/24; Take One, 2/25/2014 |
| on the Clip: | |
| on the Text: | |
| on the Trace: | |
| Video Clip: | Context |
| Setting,Props | Cedar Hall, Family Room: Pointing, at Pictures |
| Actors,Aims | Peggy alone, with wall pictures, objects; Bob on camera. Show duration of the “impure point. |
| Notes: 1:50 | by Analyst, 10/05/2024 |
| Take Two Episode A: |
Bob: Yes, that’s a nice little block, isn’t it? [describing her actions] It fits entirely in your mouth. |
| Take Two Episode B: |
Peggy: [As she turns and sees pictures, then begins gesturing towards them] That [at 0:15, or /dhat/ or /∂aet/] [This sound is Peggy’s first and primary vocalization; used often with attention directing gestures] That… That… Bob: You see the picture of the foxes again? Yes, you do. That’s what they are. They’re foxes. Peggy: [looking up at 0:27, she gestures towards other wall pictures; her left-hand attention! gesture has arm extended and fingers separated] Bob: Yes, there are many pictures on the wall, sweetie. That’s right. [her right-hand attention! gesture appears with index and middle finger extended, 4th and 5th curving to palm] Peggy: That. [at 0:38] Bob: That is a fox, mommy and baby fox. Yes, indeed. [calling] Peggy. Hey, Peg. Will you come back and play with these toys? Peggy: That. Bob: You can see the fox again. Goodness. Bob: Come on back, Peg. [calling] Peggy, Peggy. Peggy: [soliciting applause: placing a hand on top of her head, a gesture taught by a grandmother Bob: Hooray for Peggy. [the expected response] Yes. Peggy: [turning to a high wall] That. Bob: That’s another fox up there. Yes, my goodness. Peggy: That. Bob: That’s a fox, all right. And up higher, we have other things. |
| Take Two Episode C: |
Peggy: Peggy: [crawling back toward toys, she pushes blocks away; when she pushes a cylindrical cup, it rolls and she watches it till it comes to rest] Bob: Here, let me roll it back to you… Uh oh, What’re You doing, Peg Peggy: [exit to foreground right] Bob: Where are you going? ending at 1:50 |
| Themes, Interplay |
Object recognition by mouth inclusion; multiple examples of the “impure point”; rolling from action on circular objects |
| Links Index | Panel P049, Communication & Pointing, Object Exploration, Family Interactions Post Example1, Development of the Pure Point Panel LC3bV1, Ten “Pointing” Video Clips |
| Take One Episode A: |
Peggy: (holding up a small block for Bob to see) Bob: that’s a nice little block, isn’t it? Peggy: (inserting the block completely in her mouth) Bob: it fits entirely in your mouth. Peggy: (keeping the block in her mouth, and making noises, she turns to look at other blocks between her feet) scurry: (shaking, makes the bells on her collar ring) |
| Take One Episode B: |
Peggy: (looking up at a picture on the wall, removes the block from her mouth and speaks) that… That (to Bob, then turns back to the wall) that. (Reaching her arm, she points with her left hand outstretched) Bob: you see the pictures of the foxes again?, Yes you do. Peggy: (while Bob speaks, Peggy relaxes her arm and shows that all the fingers of her left hand are outstretched but separated) Bob: that’s what they are, they’re foxes. Peggy: (pointing now at something else, up high in the two-story room, she points with two fingers of her right hand, extended and joined, which is shown clearly as she rotates and brings her hand down into a side view.) Peggy: (her attention turns again to the Fox family picture on the wall, and crawling towards the wall she says repeatedly) that… That… That. Bob: yes, there are many pictures on the wall, sweetie. That’s right. Peggy: that! Bob: that is a Fox, mommy and baby Fox, indeed.… Peggy, Peggy, will you come back and play with these toys? Peggy: (pointing again at the pictures on the wall) Bob: you see the pictures of the foxes again, come on back, Peg, (calling) Peggy, Peggy. Peggy: (placing her hand on the top of her head, a familiar gesture, explained other places) Bob: Hooray for Peggy! Peggy: (scrouching right on her bottom, looking up) that! Bob: (shifting camera focus to the Fox portrait on the wall) that’s another Fox up there? Yes, my goodness. Peggy: (continuing to point with the two fingers of her right hand extended and joined) that! Bob: that’s a Fox all right. And up higher we have other things. Peggy: (turning again to the Fox family on the other wall) that. |
| Take One Episode C: |
Peggy: (crawling over to the objects on the floor, she brushes some blocks out of the way, and wacks a cylinder, which comes to Bob.) Bob: here, let me roll that back to you. (The block is now in her reach) Peggy: (she whacks the cylinder, attentively watching it as it rolls across the floor, toward the fireplace) Peggy: (crawling over towards Bob) Bob: Uh-oh. What are you doing, Peg? (As she crawls over, past Bob to the toy chest) ending at 1:50 |
| Episode: | |
| Actions: | Traced in More Detail |
| Trace: | of collated sensory and motor details (as available) |
| AI Summary: | as Contents List – Caregiver comments on a small block, noting it fits entirely in Peggy’s mouth. – Peggy frequently vocalizes “That” while directing attention with gestures. – Multiple attention-directing gestures are described, including left-hand arm extension with fingers spread and a right-hand two-finger point. – Peggy fixates on wall pictures; caregiver identifies and labels them, especially fox images. – Caregiver confirms “They’re foxes,” including “mommy and baby fox.” – Repeated attempts are made to redirect Peggy back to toys, calling her by name. – Caregiver acknowledges numerous wall pictures and points out “another fox up there” and “other things” higher on the wall. – A taught celebratory gesture (“Hooray for Peggy”) is prompted by placing a hand on the head, expecting an affirmative response. – Peggy crawls back toward toys, pushes blocks away; a cup rolls to the caregiver, who rolls it back as Peggy watches. – Scene ends with Peggy moving away, caregiver asking where she’s going. |
| AI Narrative: | A quiet room becomes the setting for a small moment of discovery. A caregiver speaks gently, noting a “nice little block” and how it “fits entirely in your mouth,” a reminder of how young children explore. The tone is calm, observational, and steady—an adult narrating a child’s world in simple, reassuring terms. Attention then shifts to the walls, where pictures capture the child’s focus. The word “that” punctuates the moment, paired with pointing gestures and curious glances upward. Foxes appear again and again, each sighting met with confirmation: “They’re foxes.” The caregiver follows the child’s gaze, keeping pace with her shifting interests. Gestures become part of the conversation. An extended arm, fingers splayed; a two-finger point; a small ritual gesture for applause. The back-and-forth blends language, movement, and recognition, with the caregiver naming what’s seen—“a fox, mommy and baby fox”—in rhythm with the child’s calls of “that.” The invitation to return to play is gentle and repeated. Toys wait on the floor; blocks are nudged, a cup rolls and is rolled back. The child’s exploration is part wandering, part engagement, drifting between the wall’s images and the reachable objects at hand. As the child crawls, pauses, and moves again, the room holds steady. The caregiver’s voice anchors the scene, calling her name, celebrating small moments, and noticing what’s noticed. In these brief exchanges—pointing, naming, rolling, returning—the ordinary reveals its quiet pulse of learning. |
| Link Index | Panel P049, Language Development, Object Exploration, Social Interactions |
| Themes, Interplay |
