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Archive with last of tag-string W143


3V1001.01 Letter names: beyond those important as people symbols (10/17/80)

I gave Peggy the small coffee table for her use as a desk, put her
puzzles there and a pile of paper from which she takes pieces to
scribble on. She did so today. When first drawing, she would bring me
her papers and ask me to write “Peggy Lawler” on them. When I asked
what she had drawn, she would often point to a part and say a name,
then agree that I should print the name near the place she pointed.
Subsequently, she took up applying) names to parts of drawings when
talking to herself. Today she scribbled a page full and I overheard her
reciting a list of letter names: “E – B – E – C – A – K” (verbatim)
During this same period, she has been reading Richard Scary’s Great Big
School House. I heard her reading to herself the section on alphabets,
identifiable because of her reciting well known phrases, especially a
garbled version of “now I know my ABC’s, what now do you think of me.”

Clearly, Peggy knows a number of letter names — qua-names — and
distinct from that set which she so richly associates with representing
people. Her letter names “E – B – E – C – A – K” overlap only slightly with
the set of significant symbols P (for Peggy), M (for Mimi), G (for
Mommy), S (for Scurry), R (for Robby) and B (for Daddy). Notice also
that she has at least an introductory knowledge of the alphabetic litany
(Probably sung to her by Miriam or with Miriam. Gretchen has also
read this section of the book to her. The specific question this raises is
whether or not Peggy’s letter name knowledge is actually independent
of singing the litany or derived from it (Can we make some test for this
question in P 145?)


3V1004.01 Role Reversal: reading to others (10/20/80)

Bringing some wood inside, I nearly tripped over Scurry at the porch
door. Continuing on, I came close to Peggy also, who censured me
“Don’t step on me, Daddy. Don’t step on Scurry. She’s a good kid,
too.” Scurry is Peggy’s most accessible playmate (and the only
controllable one), so it is not especially surprising that Peggy, holding
Scurry by the leash and so forth (scratching the back and ears
betimes), reading to herself, should claim that she is reading to Scurry.
She knows that Scurry can’t talk and she believes (as questions in P143
and P144 showed) she can’t understand, but she read to her anyway as
she read to her “Bear Hug” the day before. This specific imitation is
more a “role reversal” than a simple imitation. I expect that through
deepening this role imitation, she will become a reader.


3V1004.02 Horse and Cash register as typewriter (10/20/80)

Peggy has delighted in the rocking horse at the Hole in The Wall. Robby
found and bought her one at a local tag sale. Peggy is ecstatic ! Miriam
found her a cash register, battery operated. We cleaned up the
corrosion, put in new batteries and “Voila!” The device makes noises
and lights numbers in a display rack. Pushing buttons, Peggy peered at
the lights in the dark display, “There are my letters.” She referred to it
as her “typer.”


3V1006.01 “When Mimi was my age, Christina was my age too” (10/22/80)

I judge this an amazing statement for a child of Peggy’s age.
Christina is a coeval of Miriam’s who rides to and from gymnastics in a
car pool. Christina is of significantly slighter frame than Miriam. It is
possible that Peggy imagined Christina was of intermediate age and was
corrected, but such in unlikely (after all, Christina is MUCH bigger than

Peggy has been made much aware of Miriam;s former small size by her
now receiving hand-me-downs, old clothes of Miriam’s. This is
especially the case since Miriam delights in dressing Peggy up — she did
so before in dresses to big for Peggy’s age and now they together root
through the boxes of old clothes to find a costume for today. Peggy
typically claims clothes of approximately the right size as her own.
Miriam typically protests that they are hers and they compromise with
the formula, “They’re Mimi’s, but she lets me use them” — which Peggy
interprets to mean they are hers. It is most likely that Peggy has argued
Miriam is too big to own the clothes and that Miriam responded that at
Peggy’s age she was Peggy’s size. This [is the] initial observation of
Peggy’s then is a concrete argument that all (at least two) girl children
(big kids) were once little kids on a uniform time scale.


3V1006.02 One to one correspondence: words and things (very impt)(10/22/80)

Gretchen was reading to Peggy from “The Big Book of Real Trains.” At
the bottom of each page is a little picture reviewing each of the cars
introduced in the previous pages, each having an engine at the head.
As Gretchen read and turned the pages, Peggy did the following: she
pointed in turn at each car in the train and named them typically thus:
“TUba, DUba, BHUda, Engine.” (This is a specific quotation; though the
phonemes are uncertain, the stress and rhythm was definitely as
marked (in this case by capitalization.

The single most striking aspect of Peggy’s activity was the definite
correspondence of stresses and Peggy’s pointing to the individual cars
of the train. This is a one to one correspondence of names and objects.
Whether we should think of this as derived from the “discovery” of
P139 or as representing a completely separate parallel or as a ground
underlying P139 will take analysis to determine.

NB. Gretchen observed Peggy do this 3-4 times and independently
confirmed the simultaneous pointing.


Peggy Study, Panel P143

Themes: Reading to Peggy, Exploring the Stuff of the Environment, Peggy’s Play Themes
Source: (Lawler); date: 10/20/1980

Text commentary: These clips show the extent to which Peggy determined our activities and her willingness to participate in them.

P143A1 GPL Reads, Colors, 20mb

P143A2 GPL Reads, Colors, 18mb

P143B Peggy’s Horse, 10mb

P143C1 Cash Register, 20mb

P143C2 Cash Register, 18mb

P143D1 Std Objects w/Toy People, 17mb

P143D2 Std Objects w/Toy People, 18mb

P143D3 Std Objects w/Toy People, 15mb

P143D4 Std Objects w/Toy People, 11mb