P36C Clip Notes
| Notes:n:nn | by Analyst reformatted: 12/23/2025; 10/15/24 |
| on the Clip: | |
| on the Text: | |
| on the Trace: | |
| Video Clip: | Context |
| Setting,Props | Cedar Hall, Family Room: Stuffed Clown vs. Plastic Doll |
| Actors,Aims | Peggy & Mom; Bob on camera. |
| Actions: | Transcribed as Text Episodes (take two) |
| Episode A: at 00:03 |
Peggy: [vocal sounds with fingers in her mouth] Mom: I have some things for you. Which one do you want? Peggy: NVVs You want the clown? You want the rattle? This one? [raising the objects as mentioned] Peggy: [reaches for, takes the clown] Mom: You want the clown, huh? Bob: Okay, you could tell she wanted the clown because she reached out to grab it. Now, she threw it away. Pick them up and try it again. Try both of them, and try not to let them close enough that she can reach them. Bob: Okay, undo her seat belt so she can lean forward…. Of course, we won’t let her fall out of the seat. |
| Episode B: at 00:46 |
Mom: No…. Here, Peggy, which one do you want? Do you want the clown? Or do you want the rattle? Peggy: (laugh-like noises) Mom: [imitating] “uh-ha ha” Your self. [Enter Scotty, named “Scurry”] Bob: Scurry, go to your place. [Exit Scurry] Bob: Sorry, Peg. I didn’t yell at you… |
| Episode C: at 01:12 |
Mom: You want the rattle? You want the clown?… Which one do you want? Both Peggy and Mom: [Many infant vocals with Mom imitations, ending in turn taking repetitions] [see 15 second trace below] Bob: [also interjects “ha” and initiates two rounds of turn taking vocalizations “ah”, (a, /ae/) and “anh” (an, /aen/), involving Mom and Bob; Bob tries “Boo”] Peggy: [does not imitate those changes of pitch or syllable, but she laughs] Mom: Well, her eyes are going from one to the other, and I think she’s looking at the clown. Bob: Does she appear to have any sense at all that a good conventional way to indicate that she wants something is to reach out for it or to point to it? Mom: No…. I think if you are offering her something and you put it close, then she reaches to take, take it from you. |
| Episode D: at 02:46 |
Bob: Okay, put the rattle close to her. Peggy: [ takes it to her mouth] Bob: Okay, can you now take it away from her? Mom: May I have the rattle back? [retrieves the rattle] Bob: Now offer the clown. Mom: [does so] [Peggy mouths it] Bob: Okay, now take that back and offer them both. Mom: Can I have this back? [retrieves the rattle]… Which one do you want? Bob: Put them both close, where she can reach them both Peggy: [chooses the clown] Bob: Well, I guess that’s clear evidence that she has a differential preference for the clown. Well, [as Peggy ejects the clown] give her the other one, too. After all, she’s a good baby. Mom: She actually brushed the rattle as she reached for the clown. |
| Episode E: at 03:28 |
Bob: Mm-hmm. What do you think, Peg? [Peggy ejects the rattle] Which one do you really like the more? [she ejects the clown also] Neither one? Did they go away, Peggy, or are they still there? Peggy: [turns to Mom; making faces with each other] Bob: I guess she wants to be picked up now. Mom: I think she wants to get out of the seat. Bob: Yeah. Okay. [stops camera] Break |
| Episode F: at 03:52 |
Mom: [Holding Peggy in her lap and between her arms, starts clapping] What do you think of that?… Can you make noise like that? Peggy: [Amused, squirms; Mom restores position] Here, sit up.[clapping again, with Peggy’s hand on Mom’s left hand] Bob : Who’s doing that? Mom: She is. [Mom claps and stops; Peggy grabs Mom’s right thumb and uses it to clap hands again] [Peggy starts squirming again] What do you think of that, huh? Bob: I think she’s probably had enough for a while. Let’s stop. Mom: Yeah, I think so, too. Bob: Thank you, Peggy. (a call) Peggy! Hi. Thank you. [End 04:48] |
| Episode : at |
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| Actions: | Transcribed as Text Episodes (take one) |
| Episode A: | Mom: Peggy, {P: vocal sounds with fingers in her mouth} I have some things for you. Which one do you want? You want the clown? You want the rattle? . This one? [raising the objects as mentioned] {P: reaching for, taking the clown} You want the clown, huh? Bob: Okay, you could tell she wanted the clown because she reached out to grab it. Now, she threw it away. Pick them up and try it again. Try both of them, and try not to let them close enough that she can reach them. Okay, undo her seat belt so she can lean forward. Of course, we won’t let her fall out of the seat. Mom: No. Here, Peggy, which one do you want? Do you want the clown? Or do you want the rattle? {P: laugh-like noises} “uh-ha ha” Your self.[Enter Scotty, named “Scurry”] Bob: Scurry, go to your place. [Exit Scurry] Sorry, Peg. I didn’t yell at you… |
| Episode B: | Mom: You want the rattle? You want the clown? Which one do you want? [Many infant noises with Mom imitations] Ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha [ending in turn taking repetitions] {Bob: also interjects “ha”} Peggy: [initiates two rounds of turn taking vocalizations “ah”, (a, /ae/) and “anh” (an, /aen/), involving Mom and Bob; Bob tries “Boo”] [Peggy does not imitate changes of pitch or syllable, but she laughs] Mom: Well, her eyes are going from one to the other, and I think she’s looking at the clown. Bob: Does she appear to have any sense at all that a good conventional way to indicate that she wants something is to reach out for it or to point to it? Mom: No. I think if you are offering her something and you put it close, then she reaches to take, take it from you. |
| Episode C: | Bob: Okay, put the rattle close to it. {P: takes it to her mouth} Okay, can you now take it away from her? Mom: May I have a rattle pick? [retrieves the rattle] Bob: Now offer the clown. {Mom does so; Peggy mouths it} Okay, now take that back and offer them both. Mom: Can I have this back? [retrieves the rattle] Bob: Which one do you want? {Bob: Put them both close, where she can reach them both} {Peggy chooses the clown} well, I guess that’s clear evidence that she has a differential preference for the clown. Well, [as Peggy ejects the clown] give her the other one, too. After all, she’s a good baby. Mom: She actually brushed the rattle as she reached for the clown. |
| Episode D: | Bob: Mm-hmm. What do you think, Peg? [Peggy ejects the rattle] Which one do you really like the more? [she ejects the clown also] Neither one. Did they go away, Peggy, or are they still there? Mom: [making faces with Peggy] Bob: I guess she wants to be picked up now. Mom: I think she wants to get out of the seat. Bob: Yeah. Okay. [stops camera for break] |
| Episode E: | Mom: [Holding Peggy in her lap and between her arms, starts clapping] Mom: What do you think of that? Can you make noise like that? [Amused, Peggy squirms; Mom restores position] Here, sit up. [clapping again, with Peggy hand on Mom left hand] Bob: Who’s doing that? Mom: She is. [Mom claps and stops; Peggy grabs Mom right thumb and uses it to clap hands again] What do you think of that, huh? [Peggy starts squirming again] Bob: I think she’s probably had enough for a while. Let’s stop. Mom: Yeah, I think so, too. Bob: Thank you, Peggy. Peggy. Hi. Thank you. |
| Episode : | |
| Actions: | 15 Second Trace begin trace: @ 1:31 Mom: “a”, /ae/ 1:31 Peggy: repeats “a”, /ae/ 1:32 Mom: “a”, /ae/ 1:33 Peggy: “a”, /ae/ 1:34 Mom: “a”, /ae/ 1:34 Bob: “a”, /ae/ 1:35 Peggy: [turns again to Bob], [quiet interlude, then] “eh” 1:38 Peggy: [breaking over into pre-crying sounds: no access to toys?] |
| Trace: | of collated sensory and motor details (as available) |
| AI Summary: | as Contents List – Mom offers Peggy a choice between two toys: a clown and a rattle; Peggy initially reaches for and takes the clown. – Bob suggests adjusting the setup (undoing seat belt slightly, keeping toys just out of reach) to observe clearer choice signals. – Peggy and Mom engage in vocal turn-taking; Bob joins with varied syllables, while Peggy laughs but doesn’t imitate pitch or syllable changes. – Mom notes Peggy’s gaze shifting between toys, suspecting interest in the clown. – Discussion: Peggy doesn’t yet use pointing; she reaches when items are close enough to take. – When each toy is offered singly, Peggy mouths them; when both are reachable, she again chooses the clown. – Bob concludes there’s a differential preference for the clown; Mom notes Peggy brushed the rattle while reaching for the clown. – Peggy then ejects both toys, turns attention to Mom, and seems to want out of the seat. – After a brief break, Mom holds Peggy and models clapping; Peggy engages, even grabbing Mom’s thumb to make clapping happen. – Signs of fatigue/satiation appear; Bob and Mom decide to stop, thanking Peggy. |
| AI Narrative: | In a brief home video segment, a mother, father, and their infant, Peggy, explore early communication and choice-making through simple play. The setup is informal: Peggy sits in a seat while her parents offer two objects—a clown and a rattle—and observe how she responds. From the outset, Peggy shows interest through reaching and mouthing, while her parents narrate and shape the interaction, giving us a clear view into how caregivers scaffold early decisions and social exchange. The first sequence centers on offering choices. Peggy initially reaches for and takes the clown, which her parents interpret as a clear preference. They adjust the setup—loosening the seat belt so she can lean forward—and continue to present the options, sometimes keeping the toys just out of reach to see whether Peggy will gesture or point. While she doesn’t yet demonstrate pointing, she consistently responds when an object is close by, taking it to her mouth. When both toys are within reach, she again selects the clown, lightly brushing the rattle aside, which her mother notes as part of the reaching motion. Alongside object choice, the family engages in vocal turn-taking. Peggy makes laugh-like sounds; her mother imitates them, and her father adds simple syllables and playful “boo” prompts. Although Peggy doesn’t imitate specific pitch or syllable changes, she laughs and remains engaged. This exchange underscores how early social communication can be supported through mirroring and gentle prompting, even before clear verbal imitation emerges. After a few rounds, Peggy begins ejecting the toys—first the clown, then the rattle—suggesting her attention has shifted. Recognizing this shift, the parents pause the object-play and move to a new activity: clapping. With Peggy now on her mother’s lap, her mother demonstrates clapping and briefly helps Peggy make the motion. Peggy responds with amusement and squirming, then actively grabs her mother’s thumb to initiate clapping again, showing interest in the cause-and-effect of the action and the shared rhythm. This hands-on, face-to-face activity highlights how changing the mode of interaction can sustain engagement when interest in objects wanes. The segment concludes when the father suggests that Peggy has had enough. The parents thank her and end on a positive note. Overall, the recording provides a naturalistic snapshot of early development: how infants signal preferences through reaching, how caregivers elicit participation with accessible prompts, how vocal turn-taking fosters connection, and how simple motor activities like clapping can become collaborative play. It’s a quiet reminder that early learning often unfolds through small, responsive adjustments—and through the everyday rituals of family interaction. |
| Link Index | Panel P36C, Physical Objects, Indicating Choice, Vocal Imitation Panel LC3bV1, Ten “Pointing” Video Clips |
| Themes, Interplay |
