The method discussed here, SCPP (select, copy, paste, & post) was a backstop in place while I tried to figure out a real solution that discussion-group use of these materials required. It has been replaced by the method of Posting Linked Data. For THAT purpose, this document is obsolete (4/23/2013). See the replacement as Example4 or click on Example4 in the Examples list of the right sidebar.
Example2 shows how an archive created by choosing two tags (Y1 and Lng) can be turned into a post. Notice that tags and active links are no longer functional after copy and paste operations. Consider this paragraph as a “typical introduction” to such an archive. Given the focus on early language development, here it is appropriate for an author to insert a link to a short note on the Analyst’s stance with respect to language learning:
Lawler’s Language Learning Mini-Theory
Archive of posts tagged Lng (Language) from Year 1 of LC3 (Infant Peggy Study)
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3V091.2
Posted by admin on 25 January 2011, 9:54 am
3V09102 Peggy’s Vocalization 4/23 serial 0091
Peggy is 3 months old today; 13 weeks tomorrow. Gretchen has been making noises at Peggy for quite a while. Her favorite seems to be a drawn-out /kI/ with a moist tongue so that a slight bubbling sound is added. Within the past 7 – 10 days Peggy has been repeating the sound after Gretchen. She has spontaneously been complaining with /ngae/ for over 4 weeks. Over the few days, I heard her say /dae/ and Miriam remarked /gi/. (and just now /gae/).. Gretchen noted a sound she trouble describing – but offered “sort of a cross between /d/ and /th/.” Her imitation sounded to me like an aspirated /d/. (/dh/?)
The speech Peggy is subject to [is] the kind that we pretend she can understand. For example, Miriam went over with a new toy rabbit and said, “Peggy, wanta feel my new bunny?’ then put the rabbit in her hand. Gretchen talks in short sentences or long phrases, sometimes making cheerful noises. When Peggy makes noises, Gretchen responds as if Peggy were attempting to speak meaningfully to her. My speech is rare for I usually sing or chant the bouncing rhymes. Usually I sing quiet songs that I like (such as “Windmills” by Alan Bell) but last night to Peggy’s great delight, I broke out in varied choruses of the Dixieland classic “A Closer Walk with Thee” with all sorts of sounds, each continuing for at least a complete musical phrase. Peggy was especially pleased by the plosives, the la-la-la’s, and the /ch/ sounds.
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3V091.3
Posted by admin on 25 January 2011, 9:56 am
3V09103 Mothers-view 4/23/78
While Bob entered the previous notes, I was playing with Peggy on my lap, making noises. At one point she laughed, a set of three distinct sounds.
She now, more often than not, takes one long nap (as long as 4 hours) in the day, usually after her second feeding around 11.
Over the past few weeks I have begun taking her out with me when I go shopping because she will cry when left at home where Bob is trying to work. She is soothed by the motion of the car and generally amused by all the bustle and novelty of the store. Except for one occasion she has behaved very well, i.e. sat quietly looking about her or fallen asleep. People stop to look at her (there must be a lot of frustrated grandmothers around). Yesterday the children and I met Paul Goldenberg and his wife Andy in the Chestnut Hill Star.
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3V092.1
Posted by admin on 25 January 2011, 10:20 am
3V09201 Visually tracking a conversation (4/24/78)
On 4/24/78 We went to visit the Clamans (and Peggy received the rabbit mentioned above). After the usual greetings and milling around, the children disappeared in the basement to watch baseball and the adults settled to talk in the living room. I sat on the couch with Priscilla, holding Peggy seated in my lap. Bob and Vic sat in chairs across the room, one on each side of the fireplace. Peggy began scanning this novel scene, her head moving from Priscilla on the left to bob in the center to Vic at the right and back again, pausing perhaps half a second to eye each person. she performed this back and forth viewing cycle continuously for a period of several minutes.
G.
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3V121.1
Posted by admin on 25 January 2011, 10:26 am
3V12101 Moving Peggy in with Miriam; verbal imitation: 5/23/78; 4;4
On May 23rd, Peggy’s fourth “month-day”, we moved her crib into Miriam’s room. For well over a month, Peggy has been doing without her 10 pm feeding, going to bed between 9 and 10, sleeping through the night and waking without fussing around 7:30-8 am (by which time Miriam has to be heading out for the school bus). We were confident that Peggy would not be a bother to Miriam, nor keep her awake, nor need attention at night (except under extraordinary circumstances). Another motive prompting our action was the observation that Peggy’s lower eyelids appeared slightly red and swollen. It should not be pollen allergy at her age, but we felt the cleaner, air-conditioned environment of Miriam’s room would be good for Peggy. As the week went on, it became clear that Peggy had a cold. Thursday she was a trifle fussy and snorted (?) more breathing. Friday morning was the worst part — dripping nose, sneezes and coughs (the later sounding as though her throat was hoarse), some difficulty breathing while nursing. Yet her appetite was only slightly impaired and her temper remainder cheerful.
Bob was holding her on his lap, trying to keep her amused because she looked so miserable. He reported that at one point he said, “Ha” for no particular reason, with no particular emphasis, and Peggy promptly repeated “Ha”, without any pause for “thinking.” He tried “Ha” again, and again Peggy replied “Ha.”
I have noticed this week that Peggy has suddenly started observing the materials composition tag on her crib bumper. This tag is about 2″x5″ with lots of black lettering. It is fastened to the upper edge in the center to one of the cross pieces of the bumper. When I put Peggy down to change her, I place her on a diagonal with her head up near one corner, so that I can work better (it is too cramped to place her crosswise with her feet facing me). This brings her head quite near the tag, and she began consistently to turn her head to look fixedly at it. A day or so later, she reached out to play with the tag with her fingers, feeling to find out what it was like.
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3V123.1
Posted by admin on 25 January 2011, 10:28 am
3V12301 Mimi Sinclair; Meltzoff move (5/25/78)
Yesterday Peggy came as Gretchen and I went to MIT to hear Mimi [Sinclair] speak on language and pre-linguistic development. Peggy put on a good smiling show for every one looking at her & was generally quite well behaved. She let out a few squawks during the lecture but was distracted enough by Gretchen not to be a nuisance. Before the lecture, we had introduced Peggy to Mimi and she told us not to be upset if Peggy made a little noise, only to take her out if she made a lot of noise. Mimi stuck out her tongue at Peggy, who immediately responded in kind, then “You imitate already. You’re not supposed to do that yet.”
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3V123.2
Posted by admin on 25 January 2011, 10:29 am
3V12302 Videotape Series Beginnings 05/25/78
Peggy was 4 months old on Tuesday. I’ve thought of starting a videotape series on Peggy’s development — to begin at 4 months — but don’t really know what to do. I would buy the tape and begin this early — partly to keep for my own memory a sense of what Peggy is like as a baby.
Bob
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3V125.1
Posted by admin on 25 January 2011, 10:30 am
3V12501 References for “Three Years and Talking” 05/27/78
In Thursday’s discussion with Mimi Sinclair, I showed her my “lifetime living plan,”. she asked about the work with Peggy, why I should wait until she’s four, I responded, “That’s what I want to talk with you about. She gave us directions (to me, the “us” refers to Gretchen and me) both for experimenting and reading. The reading references are 3. to Laguna and Leopold, for observational focus; and to Marcel Cohan for theoretical focus. We have settled on the following bases of data collection
1.) half hour videotapes every two weeks from 18 weeks to 104 weeks (4 to 24 months).
2.) naturalistic developmental observation with a rough frequency of written notes every two days.
the videotapes will have three sections: proto-conversations; action logic, and sibling play. The most exciting aspect of this project for me is that Gretchen will not merely be involved in it, but that it will be essentially her project. Beyond that, two other factors stand out.
First, I believe we will be asking the right questions: why does it take babies so long to learn to talk when they can do so much in action ?
Secondly, the data collection methodology and interpretation approaches which I have been developing in the Intimate Study seem appropriate with respect to the level of grain necessary to resolve the issue.
Not to pass unmentioned is that how a child learns language is one of the great, unresolved puzzles of our time and a major center of controversy.
Gretchen committed herself to the project yesterday and I spent the day gathering equipment and referenced books. Because Gretchen has no institutional affiliation and the project is not in any way grant supported, we will remain free to terminate it at any point if our best judgment requires that — this is an essential condition for research in the heart of the family. Robby and Miriam have agreed that it should be fun to play with Peggy in the experiment and both are eager to begin.
We will start on Monday, 5/29/78.
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3V125.4
Posted by admin on 25 January 2011, 10:37 am
3V12504 Gradual advances in time of a response: 4;4 (5/27/78)
I have mentioned that Peggy does not cry in the morning. Usually I will go to her when I begin to hear her move around, so often I find her doing press ups. When I lean over the crib and call her name, Peggy looks around until she locates my face and then gives me a big smile. Yesterday she was still lying with her cheek on the mattress (facing out from the wall) and her eyes closed. At the sound of my voice, she immediately opened her eyes and smiled. (The smiles appear more quickly than they used to — less time appears to be required to find me).
Carrying Peggy out of the bed room this morning after changing her diaper, I said something endearing to her, and she smiled in response. However, her mouth was already full of fist, so that her smile consisted of a tightening of the cheeks (observable from above whenever she smiles) and a wrinkling up of the nose.
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3V126.1
Posted by admin on 25 January 2011, 10:39 am
3V12601 Nursing: socialization and vocalizations; “owl cup” fascination 05/28/78
text needs to be recovered from earlier documents
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3V138.3
Posted by admin on 25 January 2011, 10:46 am
3V13803 Siblings Playing with Robby and Miriam: 6/9/78, 4, 18
text recovery needed for this vignette
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3V138.4
Posted by admin on 25 January 2011, 10:47 am
3V13804 Teething and Early Sounds 06/09/78
Peggy has shown well developed skill in bringing her hands to her mouth. Last weekend the smooth arch of her lower gum appeared bumpy in front, and Tuesday morning the lower stage right tooth had pushed through the gum. The major sign of teething activity has been hand in mouth, to the extent that when she is sat up to be burped, her hand goes right into the mouth. She also goes to sleep and sleeps so.
Two days ago Peggy had a long nap in the afternoon. When she awoke, towards dinner time, she began amusing herself by making the sound known as a Bronx cheer. She continued off and on all evening working on this new accomplishment, and the next day as well.
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3V179.1
Posted by admin on 25 January 2011, 11:01 am
3V17901 Temperament
Peggy is always responsive and cheerful in the morning. For some time now [vide 6/2 entry] she has responded to the sound of “Hello, Peggy” with a big smile, even before lifting her head up to see. It is clear she no longer needs to SEE me to react, and the lifting up of the head and shoulders is rather a preparation for being moved than a verification of my presence.
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3V180.3
Posted by admin on 25 January 2011, 11:09 am
3V18003 Extensive Babbling: 7/22/78, 5, 30
Peggy’s babbling is much more extensive now and she has quite a variety in her repertoire. She makes continuous noise, going on for many seconds, and lately has begun to do so on a high pitch tone as well. She makes a cranky, whiny “enh” sound when being fed to indicate “more.” She babbles a set of related syllables, such as “bab-bab-bob-bob-bab.” This morning she was lying on her back in the crib, playing with both feet, and if sitting, will lean over and chew on her toes.
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3V180.4
Posted by admin on 25 January 2011, 11:11 am
3V18004 Sounds. Babbling and playing with toes after rolling over 07/22/78
This morning about 7 am I heard Peggy babbling in her crib and woke Gretchen to listen. Peeking carefully through the door to be certain I wasn’t seen, I watched Peggy as she lay on her back, babbling and playing with her toes in apparent good cheer. Contrast this with the more usual crying that occurred when she first rolled on her back. Could it be that she now “has something to do” when accidentally landing in this position which makes it tolerable? [And is more accustomed to the sensation rather than being frightened by a novel shock — note by Gretchen] Can we notice whether her babbling occurs in other standard positions (e.g. in the infant seat, as I’m sure it does, or on her stomach, as is much less likely).
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3V180.5
Posted by admin on 25 January 2011, 11:12 am
3V18005 Sounds. Peggy and Bob sing a duet: “Going for a Ride” 07/22/78
Over past days, a week or so, I have bounced Peggy in my lap while singing the song from Sesame Street “we are going for a ride.” At one verse, instead of standard lines such as “and the train goes ‘toot-toot’” i substituted “and the baby goes –” and Peggy completed the verse “/oenh/”. In subsequent singing, she continued to sing her part. Perhaps we can capture this part-singing in tomorrow’s video session.
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3V182.2
Posted by admin on 25 January 2011, 11:23 am
3V18202 Verbal imitation game: /aen/ 07/23/78
At a late supper, one even less formal than usual and after she had been fed, Peggy entertained us at the table. Somehow a game began, I think between Peggy and me, of specific imitations on variations of a single sound — an aspirated, nasalized short ‘a’ (/oen/). The typical form was this —
1. while maintaining eye contact, Peggy made her sound, then looked at me expectantly
2. I imitated her sound as best I could
3. Peggy smiled broadly.
Subsequently, this procedure was repeated several times with sound simply repeated, drawn out, or doubled. Then I cited to Gretchen that Peggy had definitely begun this game based on my imitating her. Gretchen joined in the imitations — and so did Miriam and Robby. Peggy’s delight was extreme when he[r] sounds led us in chorus to imitation. After a number of iterations, I interjected a different sound /boo/ (one more or less in her repertoire but quite different from /oen/). Robby and Miriam imitated me a few times. Peggy looked quite attentively at us, but she did not join the chorus and I let the game drop.
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3V189.1
Posted by admin on 25 January 2011, 11:25 am
3V18901 Rolling Over (7/30/78)
This past week we have not observed Peggy’s intensive chatter in positions other than on her back in the morning or in her infant seat at feeding time — until just now. Peggy is lying babbling on her stomach. How she got there is a small tale in itself.
After being fed, Peggy was left alone on the bed while Gretchen went to bathe. I played with her, as she lay on her back — babbling and playing with her toes. when she made noises of the kind that usually precede spitting out just eaten milk I sat her up, patting her back, then folded behind her one of the pillows which prevented her from falling off the bed. Peggy “sat up” — showing a persistent tendency to fall on one side. As I propped her up with a hairy arm, she began plucking at the hair and her back slipped down from the pillow. This put her in a clearly uncomfortable position. She began pushing with her legs — the move of her on-the-back-accidental crawl … the result I ascribe to an attempt to escape a wet diaper while rolled on her back. Then came Peggy’s big surprise. As she kicked hard with her left foot, she rolled over her right side onto my arm (she had been leaning much in that direction). Peggy looked quite surprised. she showed a big smile right after her look of surprise.
Peggy has learned to live with accidentally rolling on her back — after first reacting with frustration after doing so (and perhaps fright), she managed eventually to entertain herself by playing with her feet and babbling. I conclude from her early reactions that rolling on her back was one of those defeats, and an important one, to which the growing infant is frequently subject. This incident marks the first indication that rolling over is a reversible operation through an autonomous action.
When I left Peggy on the bed — on her stomach — while writing these notes, I set her looking out the glass doors of our second storey balcony because Peggy has much enjoyed looking at the play of light on moving leaves. I sat on the far side of the room. when I left her vision field, Peggy cried and I remember say a few phrases trying to console her. Then I fell silent. After looking out the window a little, Peggy began a conversation. /aeh..aeh/ (remember that she couldn’t see me). when I imitated her, she broke into a big smile and tried to turn in my direction (I believe she still did not see me). Peggy and I continued talking this way for a while, after which she let her head down and began her current plosive dominated babbling repertoire.
I consider this incident as significant because it shows Peggy using even her small command of language in a social/functional way. She is not crying to get a response, she is using language — the social means for action at a distance [and even out of sight].
Where did this verbal turn taking originate ? Let’s say it began through Robby’s “entertaining” Peggy — which he did by making long strings of varieties of sounds — to which she responded with fascination. It continued with all of our imitations of Peggy’s noises — in what I see as our attempt to establish just this sort of communication with her [doing so massively reinforces of early imputation of personhood to her].
A second specific and probably very important source has been Peggy’s socializing at feeding time. Peggy frequently interrupts her feeding to draw back from the breast and to smile at Gretchen. Although this distresses Gretchen when her milk has first let down, later on in a typical feeding the both have enjoyed the smiling and Gretchen’s imitation of Peggy’s noises. How long has this been going on ? Perhaps Gretchen can recall precisely. A second index of the feeding socialization is Peggy’s distractibility at feeding. How long has it been now that Peggy stops feeding and looks at the speaker when anyone addresses Gretchen.
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3V189.2
Posted by admin on 25 January 2011, 11:26 am
3V18902 Socialization and the use of Language: /ae……ae/ 7/30
When I left Peggy on the bed — on her stomach — while writing these notes, I set her looking out the glass doors of our second-story balcony because Peggy has much enjoyed looking at the play of light on moving leaves. I sat on the far side of the room. When I left her vision field, Peggy cried and I remember saying a few phrases trying to console her. Then I fell silent. After looking out the windows a little, Peggy began a conversation: /aeh…aeh/ — (remember that she couldn’t see me). When I imitated her, she broke into a big smile and tried to turn in my direction (I believe she still did not see me). Peggy and I continued talking this way for a while, after which she let her head down and began her current plosive-dominated babbling repertoire.
I consider this incident as significant because it shows Peggy using even her small command of language in a social/functional way. She is not crying to get a response, she is using language — the social means for action at a distance (and even out of sight).
Where did this verbal turn-taking originate? Let’s say it began through Robby’s “entertaining” Peggy — which he did by making long strings of varieties of sounds — to which she responded with fascination. It continued with all of our imitations of Peggy’s noises — in what I see as our attempt to establish just this sort of communication with her (doing so massively re-inforces early imputation of person hood to her [sic]). A second specific and probably very important source has been Peggy’s socializing at feeding time.
Peggy frequently interrupts her feeding to draw back from the breast and to smile at Gretchen. Although this distresses Gretchen when her milk has first let down, later on in the typical feeding they both have enjoyed the smiling and Gretchen’s imitation of Peggy’s noises. How long has this been going on? Perhaps Gretchen can recall precisely. A second of this feeding socialization is Peggy’s distractability at feeding. How long has it been now that Peggy stops feeding and looks at the speaker when anyone addresses Gretchen?
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3V200.3
Posted by admin on 25 January 2011, 11:31 am
3V20003 Change of Babbling Vocabulary; relation of sounds to communication protocols 8/10
The babbling vocabulary is changing. Over past weeks, Peggy’s babbling was dominated by the /b/ sounds (with occasional /m/’s). Gretchen believes that once Peggy commands a consonant, she tries it with various vowels. My recollection of her dominant pattern is this: /bae//b/\//b/\//bwae/. During this week the dominant plosive has been replaced by ‘G’. Thus she is now saying /gae/gae/gae/. This is an opportunity for jokes with Miriam because her friends’ kindergarten imitation of babies was always /goo/goo/gae/gae/.
Which is more important in Peggy’s conversations: imitation of sounds or the recognition of a communication protocol? I believe the latter is — because when Peggy starts to talk (/ae/ae/) it appears not to matter to her what sounds are made by her respondent…as long as they are not so extensive and complexly modulated to suggest speech between competent speakers of the language. [Partially illegible note about the respondent talking to someone else]. The importance of specific imitations noted earlier (cf. 7/23/78) appears to be in making clear that she and I were communication [sic] by turns with each other, i.e. that the succession of sounds was not a random and uncaused verbal response.
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3V216.4
Posted by admin on 25 January 2011, 11:46 am
3V21604 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)?
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3V221.2
Posted by admin on 25 January 2011, 11:51 am
3V22102 Peggy Following Gretchen’s Pointing to a Mirror: 8/31/78;
A couple days ago I was upstairs in the hall about 5-6 feet away from the mirror with Peggy in my arms. We faced the mirror, but Peg’s attention was on something (such as her toes) and she did not notice the reflection. I said, “Look Peggy, look at the mirror.” and lifted one arm up to point at it. Peggy’s head moved as her eyes followed my hands, then along the point. Her face lit up in a smile as she saw our reflection.
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3V225.2
Posted by admin on 25 January 2011, 11:59 am
3V22502 Recognition Vocabulary 09/04
What words does Peggy recognize at 32 weeks? It’s very clear she recognizes her name (and Gretchen avers she has for some time) with considerable discrimination. The evidence is of various sorts. When I fed her last night (pears on the spoon) she was distracted by her rattle and the liner of her chair,, preferring playing with them to interacting with me. Calling her name immediately attracted her attention. I found myself then giving informed instruction, i.e. emphasizing and using with regularity the word MORE in this fashion: with Peggy’s attention gained (and with the spoon in view) I’d say “more?” If she smiled, I’d bring the food to her mouth, scraping off the pears on her upper lip, and repeat “more?” The criterion ‘smile’ had to be more than that, the “wiggly smile”, a laugh on her lips and arms and legs flailing. I don’t think Peggy discriminates the word “more” from any other. (This might be another question to test in today’s videotape if she is fed in that interval.) Peggy responds to her name when others call her. Yesterday Miriam was overseeing Peggy as she crawled about on the bedroom floor. She talked to her in long phrases which Peggy ignored. When Peggy came near the bed, Miriam called her. “Peggy!” and instructed her not to go under. Since Peggy still continued crawling, Miriam repeated the injunction and its call several times. In every case, Peggy attended to Miriam when her name was called. Sitting on my lap the day before, turned sideways and trying to evade my grasp so that she could chew on the chair arm, Peggy turned to me both times I called her name. In other instances: Oscar….Feathers….Meggy….Peggy [inflections indicated in original] Finally with “Peggy” again she turned back to me.
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3V233.3
Posted by admin on 25 January 2011, 12:06 pm
3V23303 Understanding the command “No!” 9/12
UNDERSTANDING “NO” — Saturday I sat in my chair trying to write. Gretchen left Peggy on the floor of our bedroom/study while she tended to the wash. Peggy played with the sunlight and shadows made by trees moving beyond the porch and open screen door, then turned her attention to the trash can — a plastic container, about 6 by 8 inches and ten inches high, with a few papers visible at the top. Peggy raised her shoulders on one hand and reached for the lip of the trash can. “Peggy. No.” I interrupted her — and she put her hand down, turning to look at me. She raised her hand a second time. “Peggy. No.” She looked again. Then, still looking at me, she raised her hand toward the lip of the can. “Peggy. No.” After a fourth try came a very surprising response. Peggy asked me a question — one with no words, with only a rising intonation over an indistinct vowel. Was it her /ae/, the vowel of our verbal imitation game? It seemed between that and a shwa. But what did she mean (if anything)? Was it a whimper of frustration? Was it “Why not?” sans words? or “Can’t I, please?” I suspect to her it meant all of these. I said again, “Peggy. No.” She turned away to play with the sunlight and shadow.
After a few minutes Peggy was back at the trash can. Each time as she raised her hand, she stopped when she heard “Peggy. No.” But, after six more tries, I stopped interrupting her. She pulled over the trash can and scattered papers all over the floor.
Since my telling Gretchen that I believe Peggy understands in a limited sense what “NO” means, she has tried to control Peggy with that command — with, I suspect, unrewarding results (“control” here means get her to stop flailing out with eager arms at a spoonful of food as Gretchen tries to feed her).
RELEVANCE – This note continues our establishment of a catalog of words Peggy uses, our attempt to describe their original appearance in the context. I mentioned to Gretchen that we should try introducing to Peggy a distinction between “NO” and “LET BE” — the first to mean “stop what you are doing”, the second to mean “let that thing alone.”
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3V233.5
Posted by admin on 25 January 2011, 12:09 pm
3V23305 Miriam as Instructor 9/12
MIRIAM AS INSTRUCTOR — Miriam frequently gets stuck with the job of caring for Peggy over short intervals of time. For example, she may care for her while Gretchen bathes in the morning. Miriam’s play varies considerably. Sometimes she plays interactively (cf. 8/26); other times she plays with Peggy more as an object than a person. Sometimes Peggy is little more than an excuse for Miriam to play with Peggy’s toys. For example, I tied a string to a small silver rattle and placed it around Peggy’s neck. It was soon a favorite toy. Miriam took it from her, made the loop smaller and placed it around the neck of Charlie (Peg’s bear) despite Peggy’s immediate and vociferous complaints.
At the beach, Miriam has been teaching Peggy to walk. (She supports her under the armpits and directs her feet by the pressure of her own legs.) She has been teaching Peggy how to play ring-toss with the ring tower. Peggy has many times nearly got one of the larger rings on the pole. Seeing her pick up the yellow ring (which Miriam left in the scatter of the floor) and reach up and out, hitting the pole with her hand in which the ring is grasped, inclines me to believe she is trying to get it on but has a motor skill inadequacy for the task. Finally, Sunday morning, Miriam sat on the floor with Peggy and pointing to the fire in our floor- level hearth, said, “Look, Peggy, look at the fire.” That is, she is giving labeling instructions in a format out of the Dick and Jane books. Peggy followed her pointing from where they sat together.
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3V234.1
Posted by admin on 25 January 2011, 12:15 pm
3V23401 Gretchen Instructing Peggy in Naming. 9/13
WORDS — For the past week or so I have been talking more to Peggy concerning simple everyday actions. The prototype is getting her out of the crib. “Peggy, give me your hand.” (Holding out my hand to her.) “OK. Give me your other hand.” “Good girl. Now. Sit up…. Stand up…. OK. Hold on [while I change my grip].” And so on. She generally gives me her hand shortly after I hold mine out to her, with no coaxing necessary.
Filed under . Tagged LC3, Lng, Q3, R, Soc, Vn, W33, Y1
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