P034B2 Clip Notes
| Notes:n:nn | by Analyst, 10/18/2025 |
| Setting,Props | Cedar Hall, Family Room: table with screen and a mannekin Rattle |
| Actors,Aims | Peggy with Mom, then Bob, Bob; Bob on camera. |
| Episode A: [00:00:09] | Mom: [pushes the table with a cardboard screen close to Peggy’s car seat] Peggy, look [showing a rattle at the top of the screen] Bob: [interrupting before Peggy sees the rattle] Not over the top, though. Mom: Look what I have [bringing rattle in front of the screen from the side] [shaking it] I have your rattle. See, it goes here. Peggy: [looks at the screen side where it went, but can not see around it; then down at the floor] Non verbal vocalization (a complaint) [reaches out, touches the screen but can not dislodge it] |
| Episode B: [00:00:42] | Bob: Hey, Gretchen, would you do that again, please? Mom: Sure…. Peggy, see your rattle? [shaking it] Mom: Yah? Here it goes. [moves rattle behind screen] Peggy: [looks at edge of screen where rattle went, puzzled by situation?] Bob: Is there Is there any way that she can see around the end of that? It looks as though that’s what she’s trying to do. Mom: The rattle is centered…. I don’t think she can see it. Peggy: [persists in trying to grasp the screen] |
| Episode C: [00:01:24] | Bob: [jumps in] Hi, Peg. Here’s your rattle. I’m going to hide it. [moves it behind the fixed screen; she does not displace it] Where did it go? Have you any idea?… Peggy: [reaches out to the screen directly] |
| Episode D: [00:01:42] | Bob: Watch this, Peggy. [removes screen from a slot in table] Okay. Now, here’s your rattle. Peggy: [knocks down the hiding screen – then tries to hold on to it and succeeds] Bob: You got it. Is that what you want? |
| Episode E: [00:02:06] | Peggy: [manipulates and mouths the cardboard screen] Bob: What do you think about this? [holding up the rattle, then standing it up] This poor neglected rattle. Peggy: [her raising the screen hides the rattle from her view] Bob: [Bob takes the screen, shakes the rattle in front of Peggy, then hides it behind the screen again]. Bob: Peggy. See your rattle? [hides it] Where’s your rattle, Peggy? |
| Episode F: [00:02:30] | Peggy: [failing to peer behind the screen, she reaches out to take it (the screen)]. Bob: You want this? Okay, here. [passing control of the screen to her] Peggy: [takes the screen to her lap, which obscures the rattle from her view] Bob: [hides the rattle behind the screen she holds] Where’s your rattle, Peggy? |
| Episode G: [00:02:46] | Peggy: [struggles to control the screen] Bob: Mm-hmm. It’s kinda big for her to muster, isn’t it? Peggy: [raising one screen corner enough to see it, she grasps the rattle] Bob: You got it?… Can you see it? Mom: I thinks she saw it. Bob: Yeah, I guess. Let me get that out of here, sweetie. Yeah, why don’t you play with that (rattle) for a while? |
| Episode H: [00:03:09] | Peggy: [expresses dissatisfaction with the outcome – she reaches for, draws the screen closer to her] Bob: Which is the more interesting, the screen or the rattle? Mom: At this point, the screen, I’d say … Oops. [end 00:03:37] |
| Episode | |
| Summary by AI |
Setting: Infant Peggy in a car seat interacts with a cardboard screen and a rattle; Mom and Bob conduct a hidden-object task. Mom first shows the rattle briefly, then moves it behind the screen; Peggy looks toward the side but can’t see it and vocalizes a complaint. On repetition, Peggy appears to try to peer around the edge but cannot; she persists in grasping at the screen itself. Bob hides the rattle behind a fixed screen; Peggy reaches directly to the screen rather than searching behind it. When Bob removes the screen from its slot, Peggy knocks it down and holds it, mouthing and manipulating the cardboard. Bob reintroduces the rattle, but Peggy’s handling of the screen blocks her view; Bob shakes the rattle and hides it again. Failing to peer behind, Peggy reaches out; Bob lets her control the screen, which she holds on her lap, further obscuring the rattle. With the rattle hidden behind the screen she holds, Peggy struggles, then lifts a corner, sees, and grasps the rattle; adults note she likely saw it. Bob encourages her to play with the rattle, but Peggy shows dissatisfaction and drags the screen closer again. Takeaway: During these trials, Peggy shows limited peeking/search behavior for the hidden rattle and displays stronger interest in manipulating the screen than the rattle. |
| Narrative by AI |
In a short home video, caregivers explore how a young infant, Peggy, responds when a favorite toy disappears from view. Seated in a car seat, Peggy watches as her mother introduces a rattle and then places it behind a cardboard screen mounted on a small table. The setup creates a simple “now you see it, now you don’t” situation that highlights how infants handle hidden objects and barriers in their environment. When the rattle first moves behind the screen, Peggy tracks its motion to the screen’s edge, then vocalizes and reaches out, touching but not dislodging the barrier. At Bob’s request, the mother repeats the sequence. Peggy again looks toward where the rattle vanished and appears to test whether she can see around the end, but the screen blocks her view. Her behavior centers on the barrier itself—grasping and trying to manipulate it—rather than searching elsewhere for the toy. As the interaction continues, Bob hides the rattle again and asks, “Where did it go?” Peggy reaches toward the screen rather than looking behind it. When the screen is removed from its slot, she knocks it down and begins handling it, even mouthing the cardboard. Bob alternates between showing and hiding the rattle, and eventually gives Peggy control of the screen. With some effort, she lifts a corner just enough to glimpse and then grasp the rattle. The adults note that she seems to have seen it, yet her interest quickly returns to the screen itself. These moments illustrate several features of early cognitive and motor development. Peggy attends to the place where the rattle disappeared, but her search strategy is primarily action-based: reach the barrier that “contains” the toy. Motor constraints and task demands matter—the screen is large and awkward for her to manage—so success comes when the setup affords a simple action, like lifting a corner. The barrier becomes a salient object of exploration in its own right, sometimes rivaling the rattle for attention. Caregiver prompts structure the task, but Peggy’s solutions emerge through hands-on engagement. The scene is a reminder that everyday play can function as a gentle experiment in perception, memory, and problem-solving. Small adjustments—lighter barriers, partial openings, or clearer edges—can make hidden-object tasks more accessible while still engaging curiosity. And as this clip shows, what adults consider “the toy” may not be what captivates the infant; the tools and obstacles can be just as fascinating. Each child’s responses will vary with context, interest, and opportunity to act. |
| Link Index | Panel P034, Language Development, Object Exploration, Social Interactions |
| Themes, Interplay |
