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Archive with last of tag-string W51

3V0357.1

3V0357.01 Putting into. 01/14/79

PUTTING IN — As Peggy sat in her high chair I pointed out to Gretchen how much now Peggy had mastered “putting-in”. First she put her curved spoon in her cup’s cap, removed it, and then she did the same with a pipe stem I had given her to play with. Gretchen even noted further that she put both things in together.

RELEVANCE — These variations point to a further exploration of ‘the hollow’ — first testing different sorts of things to see whether they are containable by the hollow; secondly, exploring whether it will contain more than one thing at a time; further (not yet occurring) how much will it hold.

PUTTING IN — Peggy sat playing with a pipe in my lap. She directed my attention to a pipe-stem on my table, which I gave her. We played with both for a while, giving them to each other, almost trading them. I put the pipe in my pocket, then the pipe-stem when Peggy gave it to me. Although it had completely disappeared, Peggy dove into my pocket and fished it out. Most striking was Peggy’s successful insertion of the pipe-stem into the bowl of the pipe — with its open face away from her and turned on its side [this is very similar to her attempts to insert a stick in a cup in session P 50].

3V0357.2

3V0357.02 Reading 1/14/79

READING — When I tired of pipe play and put them away, Peggy pointed to the book about puppies Miriam has given her. Peggy played contentedly for a minute or a few — then she gave the book to me. I thanked her, admired the book, and returned it to her. She was not happy. She kept pointing to the animals (saying /daet/) and I responded “puppy”. On the various pages distinguishing between the puppies and other objects by name and intonation as well. Thus “puppy, puppy, puppy, telephone.” Peggy kept giving the book to me, and I continued returning it. Her frustration grew. I finally caught on. Peggy wanted me to “read” to her. She was contented when I held the book before her, turning the pages when I thought her ready, naming the objects she pointed to. Gretchen has “turned the pages” with Peggy and Miriam has “read” to her.

RELEVANCE — Because books appear to offer an interesting and flexible extension for Peggy’s new interest in pictures I feel we should capture now the style each of us “readers” brings to our book-focused playing with Peggy.

Further, books have the interesting property of being boxes without hollows. I have seen Peggy open a book, put in a teething ring,, then try to close the cover on it. Perhaps we can have her contrast the two in another part of P 51.

3V0358.1

3V0358.01 Over the Head — body awareness (1/15/79)

Peggy has been passing objects behind her for some time (this appears in notes and on video tape). One early attempt with her rattle on a string was to get it over her head. She now does this regularly with whatever is remotely suitable – e.g. the pulling strings of her toy cart and noisy dog. Last night we played on the bed. Peggy found, atop a pile of laundry. her orange suit with duckling decorations (two plastic ducks over the heart). she first fingered and mouthed them then began pulling the suit over her head — with a permanent hand grasp at various extreme points. Although she paused occasionally to play “peek-a-boo” her main focus was on pulling the clothes-string over and past her head. she did so with considerable vigor and (I believe) confidence in the outcome. She, in fact, ended by going through a double dislocate several times to bring the clothes-string down to her bottom (This was done repeatedly.

Relevance: Here I see the completion of Peggy’s definition of her back parts that are beyond her sight and touch (In a way, she has proven she has no hump). Another way of looking at this is to say she is using the material to extend her tactile exploration of her body — even though she must interpose a ‘cognitive’ certainty of contact for the sense that her hand would return on a body part more accessible.

3V0361.1

3V0361.01 Two words 01/18/79

TWO WORDS — Peggy has long joined /thaet/ with pointing to call another’s attention to some out-of-reach object. We usually interpret this to mean that she wants to either eat, touch, or mouth the object. Peggy likes to take things to herself — cookies or picture frames. The smaller ones we give her; she mouths them and turns them over for inspection. Yesterday, for the first time, she used in my hearing what I consider an intensive, the word /hae/, by which she appears to mean that she is not merely calling our attention to a target object but that she wants to take it to herself (and soon!).

The forms of her expression vary from strings of /thaet/’s to /hae/thaet/ (two sounds, equally stressed, both heavy; level intonation) to a more staccato form of /hae/thaet/ where the first sound has shorter duration and is unstressed.

The relative frequency of the 3 forms is about 3 to 1 for the first to second with the third being very rare.

RELEVANCE — It appears that approaching one year Peggy is extending a proto-holophrastic into a two proto-word phrase. Why? Is putting one thing after another hard? Doesn’t she frequently hear in response to her ‘thating’ [?]

– do you want that?

– want to have that?

– you can’t have that!
Indeed she does. If stress and tone of the last two sounds are frequently heavy and common respectively.

3V0361.2

3V0361.02 Tantrums 1/18/79

TANTRUMS — Peggy has begun to show behavior that I would call tantrums. Typically she is in her highchair, trying to communicate something. As she gets more excited, her verbalizing becomes continuous and insistent. Offered things she does not want, she will grasp them with one hand and toss them over the side impatiently. She rocks her body back and forth, bending her head down far enough to whack herself on the chin. By this point, she has lost control of herself and is too worked up to be satisfied even if we figure out what it is that she wanted. As yet these tantrums are not excessively severe or prolonged. I was instantly reminded of Robby as a baby the first time Peggy acted this way, although I don’t recall details of his behavior.

3V0361.3

3V0361.03 Peggy Bites. 01/18/79

SURPRISE — Some time about the beginning of this week Peggy bit me. She was standing facing me, grasping my legs to support herself. Suddenly [with no provocation] and apparently deliberately she brought her head over and nipped the left side of my left leg just above the knee. I could feel her teeth even through my corduroy pants. My immediate reaction was to pick her up with an outraged “no”, turn her over my knee, and spank her (once). Then, of course, to soothe HER outrage.

P051

Peggy Study, Panel P051

Themes: Reading Interactions, Everyday Activities, Object Development
Source: (Lawler); date: 1/15/1979

Title:
Text commentary: These clips show developmental state approaching one year; with many examples of vocal, pre-verbal communication



P51A1 Reading w/GPL, 33mb


P51A2 Reading w/Miriam, 18mb


P51A3 Reading w/Robby, 10mb


P51B Putting-in a Cup Lid, HC, 24mb


P51C Over the Head, 12mb


P51D Ring-Tower play, 9mb


P51E Standard Objects, 27mb


P51F Looking on Walls, w/GPL, 4mb