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P118

Peggy Study, Panel P118

Themes: Language Development, Object Exploration, Social Interaction
Source: (Lawler); date: 4/27/1980

Title:
Text commentary: These clips begin with Peggy rehearsing her early form of knock-knock jokes.



P118A1 Bag of Blocks, 20mb


P118A2 Bag of Blocks, 20mb


P118B1 Toy People & Blocks, 17mb


P118B2 Toy People & Blocks, 17mb


P118C Letter Desk, 13mb


P118D1 Standard Objects, 16mb


P118D2 Standard Objects, 20mb


P118E Standard Objects, with Miriam, 21mb


P118F Pokey Little Puppy, 3mb

3V0824.1

3V0824.01 The joke’s on us: [that’s What !] (4/25/80)

Upstairs, Peggy called repeatedly: “Mommy…Mommy…Mommy.”
A bit annoyed, I called back, “What? What? What?” Peggy instantly replied,
“That’s What!”

3V0824.2

3V0824.02 Hide and seek (4/25/80)

Miriam and Peggy play “hide and seek” — and Peggy’s imitation is
prominent. The place she picks to hide is always where Miriam hid
immediately before. Counting has resurfaced as an issue in this
context. Peggy hides her head and counts (1, 2, 3, 4…) then runs to
find Miriam. Miriam explained that while she always counts to ten
slowly, Peggy counts as high as she can and (sometimes) waits a bit
before seeking her.

3V0825.1

3V0825.01 Words and pictures: [Peggy read pictures. Daddy read words.] (4/26/80)

Peggy has taken a fancy to an old issue of National Geographic (she
looks through it for the “ladies”). she brings it over to my chair,
climbs in my lap, and asks (expects, commands) to be read to.
Sometimes I ask her to read, in response to which she has developed a
nice distinction, i.e. “Peggy reads pictures; Daddy reads words.” [This
is not a quote, but it is similar to what she did say.]

3V0827.1

3V0827.01 Reading: naming and describing (4/28/80)

When Peggy reads pictures, she primarily identifies, i.e. names the
characters. Thus in Richard Scary’s books, she might exclaim, “There’s
lowly worm.” Encountering some rarer figure, she asks “Who’s that?”
Beyond naming, Peggy has begun to go on to interpretation of the
pictures, describing what the character is doing.

3V0829.1

3V0829.01 Counting; conventional now to six (4/30/80)

Robby and I discussed Peggy’s counting and he informs me she counts
now beyond four, to six, quite conventionally. He has waked and heard
her counting in her crib “one, two, three, four, five, six, nine, ten” This
is further evidence of the influence of hide and seek.

3V0830.1

3V0830.01 Limit to script competence: ( fabricated date: 5/1/80)

After Miriam’s “Timber” knock knock, Peggy began “knock-knock.”
Miriam responded, “Who’s there?” Peggy appeared a little distressed
for a moment, then responded, “Mimi said.” and smiled.

3V0831.1

3V0831.01 Names as unique identifiers: Rob is a person; she is a toddler, not a person. (5/2/80)

Peggy has two toys, a dog and a cat, which were once containers of
bubble bath. The blue cat she refers to as “kitty.” The pink poodle she
formerly referred to as a dog. Recently I told her the dog was an
animal. Thereafter she denied the “animal” was a dog and also denied
“kitty” was an animal. I then asked Peggy if she was a good girl. She
replied, “I’m a toddler.” I continued, “Are you a good kid?” She
responded, “Robby’s a kid. Mimi’s a kid.” I pushed on, “Robby’s a
person and so is Mimi. Are you a person too ?” Peggy concluded, “No.
I’m a toddler.”

My interpretation is that Peggy has used labels, names, as unique
identifiers (as proper nouns more than common nouns; this is no
problem – if people have the same names in different families, why
shouldn’t objects have the same names in different families, while
maintaining as much individuality as people do?) This issue led to
raising this sort of question in VT _____, where Peggy first admitted
she was both a toddler and a person.

3V0832.1

3V0832.01 Peggy’s Typer: (5/3/80)

Peggy asked today (with no prompting at all) that I get out her “Typer.”
This is merely a further indication of her letter-interest.

3V0833.1

3V0833.01 “Meaning”: asking about unknown references (5/4/80)

Peggy has begun to inquire about what some incomprehensible
utterance means. At supper this evening, we were discussing my next
trip to Boston (Peggy is beginning to claim she should come along.)
When, among familiar words, I mentioned going to “Logo”, Peggy
immediately asked, “What meaning ‘Logo’?” Gretchen said she has been
doing this recently, so this is cited as an example of what is now typical
linguistic skill, to inquire about the meaning of some utterance
segment when the interpretation failure has been localized there.

3V0836.1

3V0836.01 Imitation of role: (bob in chair, chasing away kids) (5/7/80)

Peggy was sitting in Bob’s big recliner, reading. When Miriam came
along, Peggy said to her, “Go away, Mimi… I trying to work.” At about
the same period or slightly later, she chased Robby out of that same
chair, telling him to leave because it was Daddy’s chair.

3V0839.1

3V0839.01 Assimilation example: dragon/’snake’ (5/10/80)

Miriam brought home from the library a recording of “The Hobbit.”
Pictured on the cover is the dragon, ‘Smaug’ (as Tolkein notes, a “low
gothic joke.,” the past participle of “smugen” to extrude from or
through a hole). No one, I believe, has even mentioned dragons to
Peggy and no one, I am certain, showed her the picture before and
explained it. “What’s this, Peggy?” I asked as I produced the picture.
She decided, “Snake,” definitely and was not corrected.

This is not an important example (but it is a clear one) of interpreting
what you haven’t met before as a variant of what you have.

3V0839.2

3V0839.02 L” missing (5/10/80)

Peggy played with her magnetic letters and plastic tray. After inserting
in all their holes the letters available, she pointed to the space for “L”
and said “L missing.”

3V0840.1

3V0840.01 Using “then”: example of suitable temporal conjunction (5/11/80)

This is a lost example. I can no longer recall precisely what Peggy said,
but the import remains to me. She connected two sentences together
with “then” explaining to me some earlier action of hers. It was a clear
case of suitable temporal conjunction — a multi-sentence logical
organization.

3V0841.1

3V0841.01 Causation: {Scurry did it. She bumped my head.}

Under her overlong bangs, I noticed a bruise on Peggy’s forehead and
asked what had happened to her. She replied, “This? (pointing to
bruise). Scurry did it. She bumped my head.” (This is not a quotation
but records the sense of what she said.

3V0846.1

3V0846.01 Third person for intense emphasis: commands to Scurry (5/17/80)

Peggy played with Scurry, trying to get her to SIT (a command which
Scurry will obey when she chooses). With the dog on a leash, Peggy
pulled her around for a while and in the course said “sit.” Scurry did
not obey. Intensifying her command, Peggy said to Scurry, “She told
me sit,” emphatically.

3V0846.2

3V0846.02 Directed speech: Peggy in multiple roles and reading (5/17/80)

Peggy found the other day a toy candy dispenser with a rabbit head on top.
Today she sat on the floor, playing with it and reading the Britannica
‘Thinking’ book. She asked the rabbit:
Peggy: Wanta read it to me rabbit ?
Rabbit: That’s a cat.
Peggy: It sure is.

Later on, Peggy indulged in some more dialogue, as she and her toy
rabbit played with other small animals.
Rabbit: Hi. this is my house…. His house…. Hi, Pony. Hi, cow.
Peggy: (turning to me) Rabbit talking a pony.

3V0851.1

3V0851.01 Inappropriate color names: red and blue are green also (5/22/80)

Peggy is sensitive to color as an important descriptor. She interprets
color names as such and uses them in her speech — but the application
is all wrong. Her favorite color term is green — she applies it generally
(and with no obvious uneasiness) to red and blue.

3V0851.2

3V0851.02 Lonely discovery: another micro-script {This little piggy…] (5/22/80)

Upon awakening late this morning, I could hear Peggy through the
partition separating our rooms, talking to herself. She said, “This little
piggy…wee wee home.”

We have recited this game for Peggy for some while (and Gretchen did
so when Putting Peggy to bed last night). Peggy, by the evidence clearly
recalls the first and last phrases. WHAT she recalls is not important.
The fact that once again, by herself, she is rehearing social/verbal
scripts is important. “Lonely discovery” now has more than one
example.

3V0852.1

3V0852.01 Verbal aspect: self correction I do -> I did (5/23/80)

Peggy has been to the beach with Gretchen. Returning from Boston,
I heard of Peggy falling down in the water and began to talk about it with her:
Bob: You fell ?
Peggy: I fall in water.
Bob: You do ?
Peggy: (correcting me!): I DID !

Peggy is clearly using tense forms to express something meaningful to her.
I suspect (with the Bronkhart/Sinclair article in mind) that aspect
is what is significant to her.

3V0852.2

3V0852.02 More imitation: (Bob with cast on leg, using Rob’s boot) (5/23/80)

Peggy was playing with one of Miriam’s old cowboy boots. She put it on
one foot and stumped around remarking, “I have cow boot. I have a
cast on my leg.” [bob had broken his foot on Good Friday, and has had
a cast for five weeks, up to a week or so ago]. A day or two ago, she
ran through a similar scenario.

3V0856.1

3V0856.01 Anticipating trouble; the unusual is forbidden (5/27/80)

Miriam and Peggy were outside. Miriam wanted to go down to the
beach without her sister, so she told Peggy that “Mommy wants to
speak to you. Peggy headed inside remarking, “Am I in trouble?”

Peggy was pestering me mildly as I sat at the table, so I let my head fall
forward onto the table. She immediately ordered, “Don’t sleep on your nose.”

3V0856.2

3V0856.02 Need to document funny reasons: we should do this (5/27/80)

After we had just put up some screen doors, in a context I no longer recall,
I asked Peggy why she had closed the screen door. She replied,
“Hard…other side open.”

This is not a good example of anything — but it does point out an objective
we should have: to document reasons Peggy gives for her actions in
sufficiently rich detail we can appreciate how bizarre or appropriate they be.

3V0862.1

3V0862.01 Roots of reading (6/2/80)

Peggy has started reading to us. It began last night when I came to bed and
found Peggy reading a Tintin book to herself. She offered to read to me,
open[ed] to the first page and began: “once a morning, a ship (was) in the water…”
then closed the book and started bouncing on the bed. The passage to which
the book was open showed a liner in mid ocean — but where did
“Once uh morning” come from?

Peggy soon read other things — her “Puppies” book, lacking its covers
and many pages — where “Once uh morning” came up again. (CF. failure
to get her to read in P123.) I finally figured it out — her favorite
little book is “Benjamin Bunny” (3×4″) which she carries around and
often looks in. It begins “One morning a little rabbit sat on a bank…”

What could be a more primitive reading than to begin with a phrase of
an over learned script then continue into the “variable” portion of the
story by describing the agents and actions represented by the pictures.

When you think about it, what could be a better primer than the
realistic cartoons of Tintin – where “people” do dramatic things with
recognizable objects — Peggy first began reading books by recognizing
the actors, eg. “That’s snowy.” “That’s Tintin” (this began at least a
year ago- cf. early notes & recall her close bond to Scurry).

Do I have any past notes which mention Peggy’s first descriptions of actions ?
I think not. Gretchen says it was within the past 2-3 weeks. I think it
was within the past 2 months. Clarifying this relation is important.

3V0862.2

3V0862.02 Beginning reading: reading from Puppies book (6/2/80)
reconstructed from a journal entry of 6/2/80 )

When Peggy offered to read to me (“Daddy, I read you”), I joined her on
the floor. Her specific reconstruction of three pages via pictures were
these:

TERRIERS: “Once a morning, puppy want a dig a hole (this reflects
phrase from “The Pokey little puppy.”

DALMATIONS: “There’s a boot. What the other puppies do?” (This
surely reflects the picture; may reflect text of the book.

SPANIELS: “Four puppies in a basket. Wanta ride this bike cyl.”
Peggy got the “Pokey Little Puppy” for me to read to her when I asked
Gretchen about “puppy want a dig a hole.”

3V0864.1

3V0864.01 More on aspect: peculiar verbs (6/4/80)

/In the note of 5/23/80, I remarked on Peggy’s use of “did” to specify
what is probably aspect. Another example occurred today where Peggy
on Miriam’s being away from home [sic]. I believe I asked her where
Miriam was. She responded (and I remember this precisely, “Mimi’s
gone. She did go swimming.”

3V0865.1

3V0865.01 Counting with Mimi: alternate counting game (6/5/80)

Miriam announced a game she and Peggy have been playing – a game of
alternate counting. Miriam and Peg count alternately:
M1, P2, M3, P4, M5, P6, M7, P7, M8, P9, M10, P11, M12, P12

6/8 note: Peg fast count from 4-11 by herself in the other room, as Miriam reports.

3V0873.1

3V0873.01 Funny verbs: [I be a small-ey] (6/13/80)

Playing on my bed in the morning, we began to talk about being big and
small. At one point, she asserted, “I be a small-ey.” This is a weak
example of her usage, to further examples of which we will try to be
more sensitive.

3V0876.1

3V0876.01 More role articulation: (toilet training) (6/26/80)

Peggy has been much engaged with toilet training (mainly from social
pressure plus a little direct instruction). For example, when I called
home from Boston last week, she was so proud of herself she explained
having taken off her coat and dress and that she had pissed in the toilet.
Similarly, after shitting in her toilet on Saturday, she brought in the
removable pot to display her accomplishment. Now this morning,
before anyone else was up, I heard her talking through the partition
which separates our rooms. First, she spoke to some bug that dared
invade her crib and chased it away. Later, she said, “I just pissed.
SHAME ON YOU.” (The capitals indicating a louder tone. So we have
distinctions of roles, pronoun usage, and in volume/tone. But what is
she doing ? Is she using multiple roles to preserve recall of an unusual
verbal form “Shame on you.” ? So would run my speculation.

3V0876.2

3V0876.02 Roots of reading: recapitulation of Benj. Bunny

Peggy just said, “Bunny slid [/sit?] down in the road and went to Mister
Gregor’s house.” Peggy was, of course, looking at Benjamin Bunny, pp. 10-11.
The text is as follows:
“as soon as they had passed (The McGregors), little Benjamin Bunny
slid down into the road, and set off — with a hop, skip, and a jump —
to call upon his relations who lived in the wood at the back of Mister
McGregor’s garden.”

Peggy has recalled some of the salient points of the story, e.g.
destination, and has recalled her interpretation of some of the surface
text, e.g. Benjamin sit down in the road.” Putting them together at the
appropriate picture-cued point of the story, she constructed her “reading.”

3V0880.1

3V0880.01 Using “shame on you” (cf. notes of 6/16) (6/20/80)

Last night at supper, Peggy clambered into Robby’s chair while he was
in the kitchen. He returned, touched her on the head from behind the
chair and asked what she was doing in his chair. Peggy pushed away his
hand saying, “Shame on you.”

Miriam notes this phrase as a new element in Peggy’s repertoire. A day
or two ago she lay down on a sleeping bag Peggy had been using as a
cushioning for her “exercises” (She imitates Miriam’s
“beat/beat/straddle”). Peggy doesn’t like to have Miriam use things to
which she can make any claim, so told her to go away. When Miriam
moved over to the edge of the sleeping bag, Peggy was still dissatisfied.
She came to Miriam and pushed her, saying “Shame on you.”

We conclude that what[ever] Peggy’s motive for her prior rehearsal of
“Shame of you”, the result brought this idiom of unusual syntactic form
into Peggy’s repertoire in such a way she applied it to show jointly
annoyance and an implicit command to desist (accompanied by
physical gestures).

3V0880.2

3V0880.02 Reading a word/image: lighting & thunder from Tintin

Last night, after dinner, Peggy asked to sit in my lap, “Daddy, I sit you.”
First we read a Tintin cartoon book that was close at hand (The
Calculus Affair). We went over the first few pages identifying the
characters (Snowy, Tintin, Captain Hack-uck). I identified Nestor. She
described the use of the umbrella Nestor carried out in the raid — but
asked “What’s that?” pointing at a conventional representation for a
lighting strike on the next page: against a black sky, is a bright yellow
splash with the word , “CRACK” in large letters. I told her that was the
word “CRACK” and that it meant lightning struck. As we came to the
next such panel, I asked Peggy what that word meant and she sad
“crack.” Now Miriam came up and I explained Peggy has learned to
read a second word. Peggy obliged by responding “crack” when I asked
her about two such panels. Miriam (pointed?) to a similar image with
the word “BANG” in it, but I hurried past to avoid her confusing Peggy.
After two more questions and “crack” answers, I asked my question:
pointing to “crack” – “Does that say ‘Peggy Lawler’?” Peggy said gaily,
“Yeah.” I informed her, “No, Peggy Lawler is the words in the Benjamin
Bunny book,” where her name is written inside the cover.

3V0880.3

3V0880.03 “Crack” and “bang”: correction by Miriam; that say “Peggy Lawler”

Peggy clambered in Gretchen’s lap with “The Calculus Affair.” She read
some words to Gretchen, That say ‘crack’; that say ‘crack’; that say
‘BANG’!” How did she ever learn that (“Bang”) ? Miriam explained that
while Gretchen and I were off at Guilford Lake’s School, she was
reading to Peggy. When Peggy read “Bang” as “crack” Miriam had
corrected her.

3V0882.1

3V0882.01 More on “crack” and “bang”: [It DOES say ‘crack’] (6/21/80)

Peggy sits across the room from me, reading “The Calculus Affair.” A
few moments ago she read at the end of the book, “I love him and that
one. I love Snowy and Captain Hack-uck.” (pointing at the pictures)
I agreed Snowy was a good dog. Peggy leafed back through the pages,
stopping at another picture of Snowy, “he’s a good dog.” Coming to
page 3, she pointed at the bottom: “That says ‘Bang, ‘right?” when
I concurred, she said of the next “and that says ‘crack’.” At the top of
the page, a third lightning stroke was noticed, “And that says ‘crack,’
too.” I asked her how she knew, and Peggy replied, “It DOES say
‘crack’.” turning to the cover, she decided to look inside again. After
turning back to the cover, she asked herself, “Where did ‘bang’ go?”

3V0882.2

3V0882.02 Counting: pauses at places where sequence goes wrong (6/22/80)

Peggy was up late last night. Around eleven o’clock, while Robby
played with Miriam, I heard Peggy counting to herself: “one, two, three,
four, five, six, seven, eight, nine, ten, eleven,…eight,…twelve,…nine… ”
(where the dots represent short pauses).

3V0882.3

3V0882.03 Reading as VERY specific knowledge: The Calculus Affair (6/22/80)

Peggy climbed into a chair with the Tintin book unopened. Pointing to
the title on the cover she asked “What’s that name, way up there?”
“Calculus,” I answered. Pointing a little lower, she asked, “What’s that
name?” My answer was “affair” and finally “The” when she pointed at
the very top.

Peggy pointed again, after raising the book so I couldn’t see it, “What’s
that name, there?” I told her I couldn’t see. “Calculus,” she informed
me now , then went to reading the rest of the book. She now sits
puzzling over the last page. Peggy dropped the book to join Miriam in
playing with some presents left by their grandmother.

3V0888.1

3V0880.01 Reading” two words: [That say ‘no’. (in No more tangles)] (6/28/80
and earlier)

Miriam reported to me two incidents occurring during my five days in
Boston. First, she tricked Peggy. Pointing to the word “No” on the
container of “No More Tangles,” Miriam asked if she could read it.
Peggy said, “No.” Miriam congratulated her: “Hooray for you ! You CAN
read it.” Peggy responded, “That say ‘No’ ?” Miriam replied, “Right.” At
this point, Peggy picked up the container and ran with it to Gretchen.
Not able to understand her at first, Gretchen asked her to repeat.
Peggy held up the container, “That say ‘No’.”

Playing in the basement among the flotsam of years, Peggy found a 3×5
card and brought it to Miriam for interpretation: “What that say?” she
asked. She repeated “Stop” after Miriam told her that’s what it said.
NB. I tried to follow up on these notes in session P127 yesterday. As
expected, Peggy could not read the (same) words printed on the back
of old business cards. I should see if she can read ‘No’ from “No More
Tangles”. I would not be surprised if she did or if she did not.
(Showing her the ‘STOP’ 3×5 card, she did not recall what it said.)

3V0893.1

3V0893.01 Excuses: [No. I’m keeping my ears warm.] (7/3/80)

Miriam returned from Boston with a hat I bought her, like the one
I bought Robby the week before. The hats are too large for the children
unless adjusted to their minimum size. While Peggy ran around with
her head submerged in Miriam’s hat (which Robby joked at) I told him he
should make the (his hat) band tighter or, I inquired sarcastically,
“Do you wear it to keep your ears warm?” Miriam asked Peggy to return
her hat. The infant objected indignantly, “No. I’m keeping my ears warm.”

3V0896.1

3V0896.01 Letters as symbols for people’s names (7/6/80)

In session P127 and P128, Peggy revealed the congeniality of her
conceiving of and remembering letter names as associated with
members of our family. Today she sat on the floor and help up a ‘P’.
“That’s me, right?” she asked and later “That Robby?” (for a ‘B’).
Sometime later she sat on the couch with Gretchen, Peggy laying out
the people-letters and Gretchen confirming her judgment and asking
questions.

3V0899.1

3V0899.01 Toilet training: a first success (7/9/80)

Peggy had a wet diaper and asked me to take it off. “Take off diaper…
don’t hug me…take this off…. I have to do something.” She took her
little toilet, set it in the middle of the room, pissed in it, and emptied
the pot into the regular toilet. Ten minutes or so later, she ran in from
the living room and repeated these actions. This was the first volunteer
success.
Gretchen

3V0908.1

3V0908.01 A swimming pool: caution at first encounter(7/18/80)

We visited this day my cousin’s house in Cherry Hill. Her son, Matthew,
a week older than Peggy, nearly drowned in their swimming pool about
a week before our visit. We were all very sensitive to the event. Peggy
had never seen a swimming pool before and was reluctant to enter the
water, even in my arms. She was delighted when I squeezed out of a
sponge ball cold water onto her foot (the day was seasonably hot) and
would venture close enough to squeeze that ball over my head,
approaching the edge gingerly. The older children played in the water,
as did Matthew, but Peggy would come down no further than the first
step at the shallow end.

3V0910.1

3V0910.01 Color names again — properly typed but idiosyncratically applied
(7/20/80)

It’s absolutely clear that Peggy knows a number of color names and
knows that they apply to some quality of an object. To me, it appears
as though she uses color names correctly, in re. parts of speech, etc.
but that she has not developed a dependable correspondence between
names and the whatever to which they apply.

3V0910.2

3V0910.02 Possessive pronouns: non-standard forms [he lives in he’s house.]
(7/20-24/80)

Peggy was reading that Britanica book which begins with a picture of
several animals and asks where they live. There are pictured on one
page a horse, dog, spider, turtle, and others (?) and on the facing page
a barn, pond, dog house, and web. Peggy did not point to the house of
one of the critters, and I asked, for clarification, “Where does he live?”
With clarifying emphasis, Peggy exclaimed, “He lives in HE’s house.”
A few days later, there was some small altercation with Miriam, and she
claimed Peggy hurt her hand. Peggy defended herself, “I didn’t hurt SHE hand.”

Gretchen notes in the kitchen just now, Peggy describing Scurry
drinking from her dish “She’s drinking she’s water.” (note: re-check on
/’s/ with possessive:) [Gretchen’s more precise specification: “Gurry
drinking she’s water.”

Importance: Given the irregularity of the pronoun, it should be no
surprise that Peggy learned them as ad hoc items (eg. this is MY X, this
is MINE, not YOURS; it doesn’t belong to YOU). The possessives are
important to her and she has known those above for quite some time.
What is striking is the difficulty [of learning] the non-standard form shown
in the possessives of a third person. Is it because they are rarely used,
and she is fabricating her best guess ? Or do we have here an over-
extension of a systematizing rule (as when weak verb past tense is
super-added to the strong verb past tense) ?

P119

Peggy Study, Panel P119

Themes: Language Development, Object Exploration, Social Interaction
Source: (Lawler); date: 5/4/1980

Title:
Text commentary: These clips show ??; Why important ??



P119A1 Letter Desk, 26mb


P119A2 Scurry Incursion, 3mb


P119A3 More Letters, 24mb


P119A4 Letters Finale, 9mb


P119B Letters & Reading, 22mb


P119C Reading and Objects, 22mb


P119D Reading and Storires, 7mb


P119E Solid Puzzle, 22mb


P119F Names and Classes, 11mb

P120

Peggy Study, Panel P120

Themes: Language Development, Object Exploration, Social Interaction: Vocal Communication, Object Exploration, Reading together
Source: (Lawler); date: 5/11/1980

Title:
Text commentary: These clips show communication and conversational development; also object control refinement



P120A1 Standard Objects, 26mb


P120A2 Objects: Balance, 16mb


P120A3 Objects: Letter Names, 8mb


P120A4 Objects & Talk, 18mb


P120A5 Standard Objects, 24mb


P120B1 Reading Scarry’s “Hop Aboard”, 15mb


P120B2 Reading “Little Black”, 27mb


P120B3 Reading “Little Black”, 12mb

P121

Peggy Study, Panel P121

Themes: Language Development, Object Exploration, Social Interaction
Source: (Lawler); date: 5/18/1980

Title:
Text commentary: These clips show ??; Why important ??



P121A1 Standard Objects, 22mb


P121A2 Standard Objects, 20mb


P121B1 Toys and Talking, 22mb


P121B2 Toys and Talking, 14mb


P121C Blocks, 12mb


P121D1 Letter Desk, 22mb


P121D2 Letter Desk, 22mb


P121E Hanoi Tower Puzzle, 17mb

P122

Peggy Study, Panel P122

Themes: Language Development, Object Exploration, Social Interaction
Source: (Lawler); date: 5/25/1980

Title:
Text commentary: These clips show effective but difficult communication



P122A1 Peggy’s Domain, 12mb


P122A2 Putting Away, 6mb


P122B1 Standard Objects, 21mb


P122B2 Standard Objects, 23mb


P122C Conversation, 16mb


P122D1 Mother Goose, 23mb


P122D2 Mother Goose, 28mb


P122E Snoopy Train, 18mb

P123

Peggy Study, Panel P123

Themes: Language Development, Object Exploration, Social Interaction
Source: (Lawler); date: 6/2/1980

Title:
Text commentary: The content of Pane P123B relates Peggy’s experience with chunks of other books and her integrating them to produce an interpretation of this one.



P123A Jumping Rope, 11mb


P123B Reading, 9mb


P123C1 Cuisenaire Rods, 24mb


P123C2 Cuisenaire Rods, 14mb


P123C3 Cuisenaire Rods with Rob, 9mb


P123D1 Standard Objects, 20mb


P123D2 Standard Objects, 21mb


P123D3 Standard Objects, 17mb


P123E Letter Desk, 24mb

P124

Peggy Study, Panel P124

Themes: Language Development, Object Exploration, Social Interaction
Source: (Lawler); date: 6/8/1980

Title:
Text commentary: These clips show ??; Why important ??



P124A Counting w/MRL, 8mb


P124B1 Standard Objects, 24mb


P124B2 Standard Objects, 24mb


P124B3 Standard Objects, 23mb


P124B4 Standard Objects, 16mb


P124C1 Books, w/Bob, 20mb


P124C2 Books, w/Bob, 28mb


P124C3 Books, w/Bob, 10mb

P125

Peggy Study, Panel P125

Themes: Language Development, Object Exploration, Social Interaction
Source: (Lawler); date: 6/15/1980

Title:
Text commentary:



P125A Typewriter, 18mb


P125B1 Standard Objects, 17mb


P125B2 Standard Objects, 12mb


P125C1 Reading, 25mb


P125C2 Reading, 22mb


P125D Hanoi Towers, 13mb


P125E1 Blocks, 21mb


P125E2 Blocks, 17mb