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Archive with last of tag-string W152


3V1065.01 Past two months: PUPPY DOG: an invented game/role (12/22)

A quick scan of these notes shows no notice taken of something very
important to Peggy: she has created a game-role for herself, the
character “Puppy Dog.” This began months ago when, playing with
Scurry, Peggy fastened the leash to her collar and ran about the house.
Tolerant as she is, Scurry was hard pressed not to snap at Peggy’s rough
treatment of her. Thus I often tried to dissuade Peggy from attaching
the leash. Peggy was broken hearted. SHE liked playing with the leash.
Thus she came to invert roles, attaching the leash to her shirt collar
and crawling about, getting the older children to take her for a walk
whenever she could. Gradually, she extended her imitation, saying
“bark, bark” and even going so far as to sit in Scurry’s bed. (All too
often, she has given Scurry a “bones” dog treat — after eating the soft
and sweet center section herself.) One evening, after crawling around
on the floor with the leash on, emitting an occasional “bark,” Peggy
crawled into my lap. “We don’t let dogs up on the furniture,” I
complained. Peggy replied, “I’m not a DOG, I’m a PUPPY DOG.” My
sense of her meaning is that a “puppy dog” is not merely a young dog;
it is more particularly, in her case, a pretend-dog. She has argued
similarly (against my noting that dogs can’t talk) that Puppy Dogs can.
this imitation I see as Peggy entering imaginatively into the world of
same-sized, always available friend Scurry. to this point, Scurry is
Peggy’s only accessible peer.

This situation will change soon. I expect Peggy will go to the North
Guilford Nursery School soon — at or shortly after her third birthday.
She has been toilet trained for six months or so and is verbally
articulate when she wants to be so. I think she is really ready (and has
been for a long while) for play with coevals.


3V1065.02 “I thought I saw a pussy cat” (12/22/80)

Ever since the summer, Peggy has enjoyed watching afternoon cartoons
on TV. Her favorite is Tom and Jerry (so much so that she calls the
cartoon show by that name). The last day or so she has been driving us
crazy by imitating Tweety’s common complaint, “I taught I taw a pussy
cat,” everywhere and often. In memory, I most clearly recall her image on
the floor before the stove saying that phrase again and again and again.


3V1066.01 Reading letters: new development (12/23/80)

Peggy often gives evidence of not distinguishing words from letters.
(See especially her play with letters in the past videotaped sessions).
Consequently, it was quite surprising today to hear Peggy saying letter
names as she poked around in Scurry’s food bag. My best appreciation
was that she pointed at random letters and recited names — with
neither order nor correspondence — much as she initially counted.

NB. Gretchen, in the kitchen at the time, called this to my attention.
this is a new development.


3V1067.01 I wonder I’m hungry”: idioms and structure (12/24/80)

In chanting recitations very like “I thought I saw a pussy cat,” Peggy has
repeated the phrase above, most as noted but with a few variations,
e.g., “I wonder I’m sleepy.” This utterance is noteworthy because it is
one with the surface structure of a grammatical assembly but which is
clearly shown by erroneous imitation to be an “idiom plus” sentence.
Eventually, Peggy will say “No wonder I’m hungry.” How will we then
describe the structure of this utterance in such a way that it’s roots are
manifest ? As assembly of perfected, variablized idioms?


3V1069.01 Planning a trip: to B-A-S-T-G-A-K (12/26/80)

Peggy wants very much to go along whenever I go to Boston. She loves
to travel anywhere beyond the house , and argues she should go and
the older children stay home because “Some kids are too little to be
left alone.” I hate to let her overhear my planning trips (especially days
in advance) because it would subject me to importuning (often when I
CAN’T take her.) I take the standard grown up evasion. I SPELL OUT
keywords to keep her in ignorance, as I did thus with Miriam. “When
you and I go to B-O-S-T-O-N on M-O-N-D-A-Y, I plan to go to the K-I-D-S
M-U-S-E-U-M in the afternoon. Do you want to call Dara and see if she
wants to come with us ?”
Peggy chirped up, “When you go to B-A-S-T-G-A-K, can I come too?”


3V1069.02 Counting and one-to-one correspondence (12/26/80)

Having bought her two of Beatrix Potter’s books for Christmas, I have
read them over and over to Peggy. At one point in the story of Peter
Rabbit, old Mrs. Rabbit goes to the bakers and buys ‘five current
buns.” I decided to see how Peggy would follow or penetrate what this
meant. I asked, “Do you know why she’s getting five buns ?” Peggy did
not, so I explained by finger counting. “There’s one for everybody
(holding up digits seriatim), Flopsy, Mopsy, cotton-tail, and Peter, and
one for herself.” She imitated my finger raising and said, looking at her
fingers, “Those are little bunnies.” When I stuck out my thumb and
said it was old Mrs. Rabbit, she responded, “No! Benja Bunny.” (He is,
of course, the other ‘little’ rabbit, Peter’s cousin.) (see counting on VT
of P153, 12/28/80)


3V1069.03 Her first orthographic word: “by” (very impt) (12/26/80)

Especially as we read the titles of Peggy’s many books, Peggy imitates
my pointing to words and saying words. After I read “The Tale of Peter
Rabbit,” she pointed more or less randomly: “The” (for the tale of);
“Tale” (for Peter); “of” (Rabbit) “Peter” (by) (Rabbit” ( Beatrix Potter) —
most uncertainly. Here I corrected her — pointing out “by” and
“Beatrix Potter”. When we turned to “The Story of Benjamin Bunny”
I continued “by Beatrix Potter.” Here Peggy noticed something (while
contrasting the frontispieces of the two books) and said, pointing at
the word “by”), “These little ones are the same.”

What is significant here is her first specific notice of a graphic string as
an entity — her first perception of a graphic word as such.


3V1070.01 Counting: scrambled eggs super ? (12/27/80)

Reading “Scrambled Eggs Super (Dr. Seuss) one page has a line of birds
winding back into the distance over a mountain. Peggy spontaneously
started counting, at the beginning of the line, ” 1…2…3…4…5…6…[here
the line turned and became less detailed]… many birds.”


Peggy Study, Panel P152

Themes: Language Development, Object Exploration, Social Interaction
Source: (Lawler); date: 12/22/1980

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

P152A1 Animals and Coins, 17mb

P152A2 Animals and Coins, 26mb

P152B Letters Desk, 23mb

P152C Colored Blocks etc., 16mb

P152D1 “Marbles” (discrete substance), 22mb

P152D2 “Marbles” (discrete substance), 20mb

P152E Standard Objects, 26mb