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Archive with last of tag-string W97

3V0679.1

3V0679.01 OKAY: communication ending with acknowledgment (12/2/79)

While I prepared a lecture, Peggy brought a toy to me and named (it) in
her way of imploring me to play with her —
Peggy: Train. Train.
Bob: Take it out to Robby.
Peggy: ‘Kay. (takes the toy to Robby. They play.)

This very simple conversation show Peggy’s conventional use of a
common communication protocol that concludes with a message of
acknowledgment (ie. I have received your message and am satisfied
with it.) Such a response, especially when followed by the related
action, should be looked for as evidence that Peggy interprets to her
satisfaction what we say to her.

3V0683.1

3V0683.01 CHIN: word learning and private review in play. (12/6-7/79)

Peggy found an old doll of Gretchen’s in the basement. She brought it
to Miriam (who was sitting in my lap) and me and began pointing to
and naming what struck her — the dress, the hair, face parts — eyes,
nose. I realized that Peggy didn’t know the word “chin” and asked her
to point to it. When she pointed to the nose, Miriam corrected her
“That’s the nose, Peggy. where’s the chin ?” Peggy continued pointing
at the doll’s head – looking at Miriam – while she gradually moved her
hand around, past the face, to the back of the head. We showed her
the doll’s chin, and she repeated the name.

This morning, alone in the study when I came in and saw her, Peggy
played at her toy box and, when she picked up the doll, pointed to the
chin and named it.

3V0683.2

3V0683.02 Kicking and hurt feelings. (12/6/79 and earlier)

Peggy’s control over her supports, her legs, has been of apparent and
considerable interest to her, I recall her joy at being able to jump with
both feet when first she could and, most recently (12/20 ff.), her
tapping with one foot to music while standing [this has been an obvious
effort on which she concentrated, i.e. she would look at her foot while
doing it, whenever her cries of “Morning Dew” got us to play a
recording]. Early in December, Peggy worked at kicking – which got her
in trouble. Her kicking was dangerous because her target was most
commonly Scurry’s neck I feared that as Peggy became more skillful
she would hurt Scurry and get bitten. Thus Peggy’s kicking me was an
opportunity. She ran up to me and said “kick” and kicked me in the
shin. When she did it a second time, I smacked her bottom.

Peggy was shocked and her feelings were hurt. She clasped both hands
to her eyes, hiding the entire upper portion of her face while tears
streamed down, and went off to a dark corner. Thus her typical
response when refused or censured. It’s funny because he reaction is
most extreme to an often inconsequential rejection, but it’s also
touching that the smallest refusal is taken as a personal rejection.

3V0684.1

3V0684.01 [Bye, Culdah] (12/7/79)

Going out for a trip in the car, Peggy paused on the front porch to wave
to Scurry, who was tied out on the other side of the drive, “Bye,
Culdah.” Gretchen.

P097

Peggy Study, Panel P097

Themes: Language Development, Object Exploration, Social Interactions
Source: (Lawler); date: 12/3/1979

Title:
Text commentary: These clips show Peggy and her Mom for more than half the session.



P97A Toilet Lesson, with GPL, 15mb


P97B Interruption, Miriam, 5mb


P97C1 Mixed Play, with GPL, 20mb


P97C2 Toilet Play, with GPL, 21mb


P97C3 Dress Uses, with GPL, 18mb


P97D1 Alphabet Blocks, 21mb


P97D2 Alphabet Blocks, 20mb


P97E1 Standard Objects, 14mb


P97E2 Standard Objects, 15mb