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Archive with last of tag-string W117


3V0819.01 Progressive Verbs (4/20/80)

Peggy has used present participles as progressive verb forms in a
descriptive mode (as on last page). In two incidents, the context makes
clear her richer semantic framework served by those forms. Yesterday
I sat on the front stoop. Peggy came up the path and before reaching
the stairs said to me “I sitting stairs,” expressing her intention, where
the future was verging on, imminent, but still not present.

Today Peggy climbed the stairs at the back porch and was unable to
open the door. She rattled at the door. It was clearly an obstacle to
her. Seeing me in the living room, Peggy asked me to open the door
by saying, “I going in to Daddy.” This is clearly an intentional, volitional

Peggy’s use of the progressive form does not involve expression of the
auxiliaries to which tense and aspect are attached. We should remain
sensitive to their emergence to observe what auxiliary forms develop
and in what sequence.


3V0819.02 She-teddy (4/20/80)

Gender is not a forward distinction for Peggy yet. She played with her
Teddy bear, saying, “Teddy tired…(lays it down)… He’s a good girl.”


3V0819.03 “I believe it” (4/20/80)

Miriam noted Peggy’s comment about something she had said.


3V0820.01 Pronouns (4/21/80)

“I spilled stuff in my dress. It’s juice.”


3V0820.02 Past form (4/21/80)

Peggy very clearly said, ” I wanted grape, like this.” When we discussed
my earlier mistake in getting her milk instead of orange juice.


3V0821.01 Varying “why?” : [why to distraction] (4/22/80)

Talking to Peggy about something…. She replied “Why not?” [a valid
question in the context, and the first time I heard her use it. She has
been saying “why” to distraction lately.]


3V0822.01 Why did it?” (4/23/80)

I changed a soggy diaper and dropped it into the diaper pail. Peggy said
very seriously, “Why did it ? Why put diaper in there ?”


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!”


3V0824.02 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.


3V0825.01 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.]


Peggy Study, Panel P117

Themes: Language Development, Object Knowledge, Social Interactions: People-play, Object Relations, Talk, Music
Source: (Lawler); date: 4/20/1980

Title Peggy Starts Quarter 10
Text commentary: these clips show how important speech has become for Peggy; concavity and interpenetration of objects is in the zone of proximal development

P117A Fisher-Price People, 33mb

P117B Standard Objects, 46mb

P117C Stacking Cups 44mb

P117D Different In & Out; Morning Dew [1], 20mb

[1]. Irish popular music was important in Boston in those years. Tommy Makem and Liam Clancy were at the height of their popularity. Peggy grew up with their music and we all enjoyed it as part of our lives. “Morning Dew” was a particular favorite of Peggy’s. “Dancing” to such music was another integrative activity.