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Archive with last of tag-string W30

3V0215.1

3V0215.01 Rolling Over: pulling object on a cloth (8/25/78)

Peggy has been working on rolling over back to front. Whereas earlier I would put her on her stomach and find her on her back, now it is the other way round. She seems to show a preference for being her belly (perhaps because of the greater mobility). The first few times she rolled over was in her crib, while I was doing other things (such as filling her bath or rinsing diapers), and I could only observe the fait accompli. It was never clear whether or not she pushed against the crib bumpers to achieve this. Perhaps a week ago she and I were on our bed playing, and I placed a toy at her shoulder level out to the side. As she reached over for it, she naturally began to roll over. Her hips came over, very deliberately and slowly (with obvious control) she performed the last twist that brought her firmly on her belly. (So far, she has always gone in one direction, to her left). I noticed yesterday that now as she rolls over, the upper part of her body is supported on her elbow, so that she can pivot rather than being flat on the surface and hindered by that lower arm’s being trapped. Her mobility now is such that it is dangerous to leave her unattended ever. For quite a while she has had rotational mobility (on her belly); she has also had a limited linear movement obtained by being on her back, drawing up her legs, arching her back, and pushing herself along. On Sunday (8/20/78) we wished to videotape an action we both had separately observed – Peggy pulling on a surface covering (such as a sheet) in order to obtain an object thereon that was out of reach. I saw her do this the previous day, Saturday; to et a toy on the bed she pulled at the sheet). Instead, Peggy preferred to crawl towards the object, pulling herself along with her arms. Today I observed her pushing herself along with alternative foot/leg motions coordinated with the pulling of the arms. Her crawling still seems new and inefficient, but she still can cover an amazing amount of territory.

Peggy has just been introduced to a cup. She seems eager to grab it and “drink” from it, but she also wants to play and wave it around, and she is just as likely to “drink” from the top rim as the bottom.

3V0216.1

3V0216.01 Object Permanence: Miriam’s Peek a boo game with toys (8/26/78)

Miriam is playing with Peggy on the bed. She hid Peggy’s rattle (shaped like a little girl), remarking that Peggy didn’t know where it was, but that when part of the rattle showed Peggy reached and uncovered the rest. “How much was showing ? What could she see ? “The head,” Miriam replied and an instant later, Miriam and the rattle were lying together under the covers with just their heads showing. As Miriam had placed the rattle by her and drew up the covers, Peggy reached for it. She knew it was there and was interested in it. Miriam then covered the head of the rattle (as in the game of peek a boo). Peggy instantly reached over and uncovered the rattle.

3V0216.2

3V0216.02 Social context of learning (8/26/78)

Relevance: I see this example as an outstanding example of how a child could discover ideas such as object permanence in a most incremental fashion in the midst of social situations — especially in children’s play with each other. when the older child draws out a simple situation to keep a baby doing something more interesting than mouthing everything in reach, that child will play with what the baby desires and pushing at the boundaries of the baby’s ignorance — so the baby may be surprised and delighted — but babies learn quickly and can’t be surprised the same way forever.

This is an example of intrusive, socially driven learning. The perspective in which this is seen as important agrees then that learning in a social situation is most affected by the quality of the play. Having people around is not what’s important. Hugging the baby is not the factor that directly promotes learning. the active/interactive play where the more learned uses his understanding of the less learned’s knowledge prods the less learned kid into situations where insights are likely to occur.

3V0216.3

3V0216.03 Experimental and Natural Life for the Child 8/26

In the videotape session P 30 (8/20), we introduced Peggy to new toys — blocks, the ring tower (modified so that no order constraint exists, i.e. the conical pole was removed and replaced with a straight stick onto which the rings fit in any order). Earlier Gretchen had said she felt Peggy needed more toys to play with — at first because Peggy enjoyed her bath and Gretchen felt she would enjoy having toys float around with her. (She does — but has trouble grasping them). When I asked that we introduce more toys in P 30, Gretchen agreed to wait till then after being assured that we were not raising Peggy in some Piagetian analog of the Skinner box.

3V0216.4

3V0216.04 Robby Pretending to Speak for Dapper Dan;
Peggy talking to toys and Scurry

One of the toys not shown on videotape is Dapper Dan — a baby-size cloth doll. After the session, I propped Dapper Dan in the corner of Peggy’s playpen and left her with the two older children reading in the library. From my reading alcove, upstairs I heard a conversation going on. Robby “hid” outside the playpen behind Dapper Dan. When Peggy started talking to Dapper Dan, he responded in the appropriate turn. After a while this lost interest for him. Over following days, Peggy addressed Dapper Dan on occasion and received no response and has stopped doing so (recall she also used to address Scurry with the same expectation).

Can we figure out some simple experiment which will permit us to determine how Peggy classifies things into speakers and non-speakers (or interactors and non-interactors)?

3V0216.5

3V0216.05 Putting On 8/26

One of my interests in observing Peggy’s play with the ring tower is to see when (and how) her interest in putting-into (e.g. the pole into her mouth) expands the putting-onto (the hole of the rings functioning then like a newly separated mouth analog). Thus far Peggy has not put a ring on the pole. Over the past several days I have seen her several times strike the top of the pole with a ring. I can’t tell whether this is a not-letting-go bug in her attempt to grab the pole or a bona fide but failing attempt to put the ring on the pole. One difficulty may be that the pole has a rocking base and requires a specific effort to hold it still enough to [put] a ring on. — Maybe I can change that.

3V0216.6

3V0216.06 Siblings and Play 8/26/78;

The rings clearly “belong” on the pole (of the Ring Tower Toy”). Peggy has several times been present with the toy so assembled. Further, yesterday she saw Robby start a game of ring toy while he played on the floor with her. I believe this is a first exhibit of them being “put on.”

P030

Peggy Study, Video P030

Themes: Object Knowledge, pre-Language Communication
Source: (Lawler); date: 8/20/1978

Title:
Text commentary: This panel is an attempt to use directly for this archive material edited earlier. The quality of the clips may be inadequate. This failing will be remedied eventually by returning to earlier sources and reproducing this clips with better technique.
What is important to notice can be seen in the existing clips. Peggy does NOT follow her mother’s gaze or any other reference to her brother in that specific test in P30B.



P30A Hidden Objects, 8mb


P30B Following Gaze, Pointing, 6mb


P30C Using Her Cup, 10mb


P30D1a Objects, on the Floor, 21mb


P30D1b Peggy with Objects, on the Floor, 18mb


P30D2a Ring Tower, on the Floor, 25mb


P30D2b Ring Tower, on the Floor, 24mb


P30D2cRing Tower, on the Floor, 22mb


P30D3 Blocks, on the Floor, 12mb