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Archive with last of tag-string W144

3V1010.1

3V1010.01 Playing with coins: progressive discrimination (10/26/80)

After P143 (where we played with many coins) Peggy found the pile of
change and asked me to join her in playing with them on the floor. As
we did so, Peggy separated them and said, “I’m picking the big pennies
out and putting them on the floor.” This is significant as showing
Peggy’s primary classification of the coins is based on size — further
that the discrimination proceeds by qualification of the THING before
discriminating different kinds of things.

3V1010.2

3V1010.02 Singing (10/26/80)

Peggy’s favorite song is “The fox went out on a chilly night.” This is her
first song, (in the sense of having parts well enough known for her to
begin singing). Her original version interleaved two lines, “The fox
went out on a chilly night” and “town-o, town-o…(repeated a variable
number of times)” Peggy often asked everyone and anyone to sing with
her about the “Fox and Chilly Night”. As we drove down to Guilford one
evening (to buy a pizza) in singing the song I emphasized the “quack,
quack, quack. line” Shortly after, that line (with “the legs all dangling
down-o” also entered the repertoire. She sings often by herself and
even when sensitive to an audience. What inspired this note is Peggy’s
offering a performance. She asked, “Daddy, would you like to hear me
sing ‘The Fox and the Chilly Night’?” She then proceeded in a bashful
and entirely self-conscious manner to NOT sing. For example, at least
five times, she leaned over and brushed her hair out of her eyes. She
followed this, I seem to recall, by several divagations — straightening
her clothes — and then concluded by abandoning her performance.
Peggy clearly saw herself as “onstage” and had a problem. We can well
infer her other singing is not so self-conscious as this episode.
Other songs she can sing ? A little bit of “Snoopy and the Red Baron”;
“Boomer — never gonna settle down” (of the theme from Mash).

3V1010.3

3V1010.03 Reading “good grief” in Peanuts book (10/26/80)

Peggy asked me to read a Peanuts book to her. I did so. She was
looking for instances of “Good Grief !” and would point to panels
having a character with the appropriate expression and ask “Good Grief ”
She would also point to the speech balloons and ask, “What does that say?”
Those were usually short speeches.

3V1011.1

3V1011.01 Jumping Jacks and Counting (10/27/80)

Peggy sometimes goes to gymnastics make up classes with Miriam. She
has seen the girls do jumping jacks and counting them. Whenever she
feels full of energy, Peggy is as likely to break into jumping jacks as any
other activity. Usually Peggy counts, but with the numbers 16 and 19…
not any others, so far as we have been able to observe.

I see the significance of this observations as pointing to a micro-world
of counting knowledge — which will later fuse with others (such as
object counting: 1, 2, 3, “A whole lotta bunch”) and recitation: 1, 2, 3,
5, 9, 13, 15.

3V1013.1

3V1013.01 One to one correspondence (10/29/80)

I found Peggy with the Train book, looking at a diagram of a
locomotive. She was pointing to the numbers (denoting parts that were
described below) and reciting random letters of the alphabet, one to
each number: “B…E…K…D…” when I approached to see what she was
doing, she pointed to the numbers and asked, “Are these letters?”
When I said no, they were numbers, she replied, “Oh.”

3V1013.2

3V1013.02 Past tenses: self-correction after pause (10/29/80)

Remarking on some item of food, Peggy noted there was none, “I eat
(short pause) …ate it.”

11/11: “I finded it.”