P50B Clip Notes
| Notes:4:59 | by Analyst, Take Two,10/09/24; Take One. 2/24/2014 |
| on the Clip: | |
| on the Text: | |
| on the Trace: | |
| Video Clip: | Context |
| Setting,Props | Cedar Hall, Dining Room/ Kitchen: Pointing and Talking: things on the wall |
| Actors,Aims | Peggy (carried by Mom); Bob on camera. |
| Take Two Episode A: |
Mom: That’s my button, Peggy. {Peggy: “That” (dhat, /∂æt/)}. That, yes. That’s my button. {P: That}. That’s another one. Bob: [moving lamp to the background] Let me put this in a more general place. Peggy: That. Mom: That’s a button. {P: bends head down to mouth button} You’re all over cereal, Peggy. It’s clear that you need to have your hair washed today. {P: air as in “bear”, or “Mary”, /xxx/}. [After wiping Peggy’s face] Boom. {P: “that”, dat, /dæt/}. Mom: And that’s an ack. {?} Peggy: [Fingering a button] That. Mom: That’s a button… {P: That… Bends head down to mouth button}. How come you’re not going crazy for everything else today? |
| Take Two Episode B: |
Peggy: “Ha(ve) that”, (ha dhat, /hæ ∂æt/). [ P: lifts left arm and extends index finger, first pure point of many.] Mom: Yeah. [Lifts her head to follow Peggy’s pointing] Well, what are you pointing at? {P: fingers relax from pointing} The lights? Peggy: [reaches down for button, looks over Mom’s shoulder “Ha That” Mom: What? [rotates, freeing Peggy’s left arm to point]} “Ha that” Wanna go over and look at that? Bob: She pointed at the Chinese plate on the wall? [Mom: crosses to plate touching distance] |
| Take Two Episode C: |
Bob: [zooming camera focus close on Chinese plate & Peggy] Peggy: [reaching out, from pointing to touching] Peggy: “is it? That”, (ihz iht dhat, /iz it ∂æt/) Mom: What do you think of that? {P: That.} Peggy: That. Mom: Yep. |
| Take Two Episode D: |
Peggy: That. [turns back towards camera] “Get” or “Det” [turns back to wall] Mom: Now what? Peggy: That. That. [pointing at items in the painting] That. Mom: Don’t scrape your hand out of the hole there, baby. Mom: Anything else you want to to go see? {P: pointing “That”} Mom: That over there? My needle point? {P: That. That. That.} [Walks across room]. |
| Take Two Episode E: |
Mom: [holding Peggy up to the “Vintner”] {P: That.} Mom: {Bob: “On set”?}. Never mind what’s under your feet. You’re supposed to be looking at the needlepoint. You said you wanted to come over and look at the needlepoint. Bob: Well, maybe she wanted to look at that pronghorn on the back wall. Mom: Oh, she pointed over this way. {B: Oh, okay}. {P: cascade of “That’s”} That’s a picture of an antelope. [turning back to camera] |
| Take Two Episode F: |
Bob: Hey, Peggy. Peggy, where’s your mother’s nose? Can you find Gretchen’s nose? Peggy: That. [pointing at Bob] “I want that” (Air an dhat, /ær æn ∂æt). Bob: I’ve got a nose. Yes, I do. Mom: Hey, Peggy. Peggy. Where’s my nose? Where’s my nose? No, it’s not on my shoulder. Where’s my nose, Peggy? Where’s my nose? You want to go back and look at the pronghorn, huh? Where’s my nose? What’s up there? Oh, it’s just a bunch of junk on top of the refrigerator. Oh, the pot holder. [Leans so Peggy can touch it] Yeah, that’s the pot holder. Where’s my nose? Bob: well, I guess she’s not too much interested in those. Mom: Is this the one you want to see? {P: That. That.} dad, dad. That’s a picture of an antelope, an animal. What? |
| Take Two Episode G: |
Peggy: ( Cascade of “that’s”) {B: she saw the cookies?} Mom: Yeah. [giving a cookie to Peggy] Mom: She was reaching for one, too. Bob: Good for you, Peggy. Hooray for Peggy. Mom: Hooray for Peggy. Bob: Well, she’s smart enough now not to do that with a cookie. Right, sweetie? You’re learning. Yeah, yeah, yeah, yeah. {P: cookie munching} Well, let’s see. Why don’t we stop right here? Mom: Okay. |
| Themes, Interplay |
The Pure Point; difficulty of understanding Peggy’s objectives, interests; interest in objects “out of reach” |
| Link Index | Panel P050, Pointing and Talking, Object Knowledge, Book related behavior Post Example1, Development of the Pure Point Panel LC3bV1, Ten “Pointing” Video Clips |
| Take One: Episode A: |
Mom: that’s my button Peggy. Peggy: that Mom: that. Yes, that’s my button. Peggy: (grasping button on Gretchen’s shirt) at. Mom: that’s another one. Bob: (moving lamp to the background) Peggy: (grabbing another button on Gretchen’s shirt) that. Mom: that’s a button. Peggy: (bringing her head down to mouth Gretchen’s button) that. Mom: (kissing Peggy on the head) you’re all over cereal, Peggy. Mom: clearly you need to have your hair washed today. Peggy: (inarticulate noise) Mom: (picks up diaper; when Peggy pulls her fingers from her mouth Gretchen sneaks in with the diaper and wipes her face) boom. Peggy: gey-ah Mom: (wiping her jacket) Uggh. Peggy: (seizing another button in her hand) gey-ah Mom: that’s a button. Peggy: gey-ah. (Bringing her mouth down to the button) Mom: how come you’re not going for everything else today? |
| Episode B: at 1:08 |
Peggy: Ha’ That. Mom: yeah. Peggy: (a clear exhibition of the pure point) that. Mom: what are you pointing at? The lights? Peggy: (focus on Gretchen’s button; turning head away from camera) have that. Mom: What? (rotating in place; Peggy turns her head, focused on a plate on the wall) Peggy: have that. Mom: want to go look at that? (They begin to move toward the wall) Bob: she was pointing at the Chinese plate on the wall? Mom: (Gretchen walks directly to the wall and the Chinese plate there on). |
| Episode C: at 1:28 |
Bob: (zooming camera focus to close up on Chinese plate and Peggy reaching out and pointing) Peggy: it is (the speech was actually unclear). That. Mom: what do you think of that? Peggy: that (pointing at a figure on the edge of the plate) that (pointing at the figure of the Chinese lady on the plate center). Mom: Yep. |
| Episode D: at 1:42 |
Peggy: (turning her head to her right, looking at the wildlife picture on the wall) Mom: now what? Peggy: (turning her head left again she points at the Chinese plate and says) that… There that.… That. (Elevating her hand to point at the Chinese characters on the plate) that.… That (lowering her hand) Mom: don’t scrape your hand on the holder there Peggy. (Turning away from the Chinese plate) is there anything else you want to go see Peggy? Peggy: (pointing up and away towards the center of the room) that… That |
| Episode E: at 2:03 |
Mom: that over there?… My needlepoint? (Gretchen walks toward the needlepoint on the wall,) Peggy: that. Bob: (swings camera to follow the pair and focuses on needlepoint) Peggy: that. Mom: (holding Peggy up closer to the needlepoint) it is. (As Peggy’s feet bump the wall, she focuses on her feet) nevermind what’s under your feet. You’re supposed to look at the needlepoint. You said you wanted to come over and look at the needlepoint. Bob: maybe she wanted to look at the pronghorn on the back wall. Mom: no. She looked and pointed over this way at the needlepoint. Peggy: (pointing at the pronghorn antelope on the wall) that… That. That. (Reaching out and pointing she then turns back toward the camera) that. That. Mom: that’s a picture of an antelope. (Gretchen turns back toward the camera; Peggy says that but with no clear indicative gesture). |
| Episode F: at 2:49 |
Bob: Peggy, Peggy, where’s your mother’s nose? Can you find Gretchen’s nose? Peggy: (exhibiting the pure point directly to Bob) that. Have that. Bob: I’ve got a nose? Yes I do. Peggy: (squirming, she causes Gretchen to shift her around in her arms.) Mom: Peggy, Peggy, where’s my nose? (Intermingling that’s with squirming, Peggy is not interested) where’s my nose?? (Peggy starts whimpering over Gretchen’s left shoulder). Peggy: that. Mom: no. It’s not on my shoulder. Where’s my nose Peggy? Bob: (laughs) Mom: where’s my nose? Peggy: (turning back to the antelope, pointing) that.… Have that. Mom: you want to go and look at the pronghorn eh? Where’s my nose? Peggy: (pointing past Gretchen’s right shoulder over it) that. Mom: what’s up there? It’s just a bunch of junk on top of the refrigerator. Peggy: ee geh. Mom: oh, the potholder (Gretchen leans so the Peggy can reach out to touch the potholder) Peggy: that. Mom: Yep. That’s a potholder….Where’s my nose? Peggy: (squirming, generally indicating the direction of the pronghorn antelope picture, then pointing at the picture). That. Bob: (amused) guess she’s not too much interested in noses right now. Mom: (carrying Peggy back to the antelope picture) is this the one you want to see? Peggy: that.… That. |
| Episode G: at 3:59 |
Bob: (zooming in on the pair at the picture) Mom: (while Peggy says that… That, Gretchen says tentatively) DaDa? That’s an antelope. An animal. Peggy: (looking out into the open space of the kitchen dining area) that… That. (With no sign of an indicative point visible) that. That. That. Mom: (following Peggy’s stretching arm, Gretchen realizes Peggy is reaching toward the cookies, and laughs). Bob: oh, she saw the cookies? Mom: Yep. She was reaching for one to (Gretchen extracts a cookie from the box and gives it to Peggy, who stuffs it in her mouth). Bob: good for you Peggy. Hooray for Peggy. Mom: Hooray for Peggy. Bob: well, she’s smart enough not to do that with a cookie.… Well, you learned, yup. Mom: (holds and jiggles Peggy a bit while she eats her cookie) Bob: why don’t we stop right here?. Ending at 4:59 |
Episode: |
| Actions: | Traced in More Detail |
| Trace: | of collated sensory and motor details (as available) |
| AI Summary: | as Contents List – Interaction centers on Peggy repeatedly saying “that” and pointing, showing early deictic communication. – Initial focus on a button; Peggy mouths it, and caregivers note grooming needs and gently redirect. – Peggy produces varied approximations of “that” and related sounds while exploring. – First clear, intentional point is noted; caregivers follow her point to identify referents. – Peggy points to a Chinese plate on the wall; caregivers bring her closer to inspect it. – Continued pointing and “that” cascade as she explores items in a painting and nearby objects. – Caregivers attempt joint attention tasks (e.g., “Where’s my nose?”), but Peggy shows limited interest. – Attention shifts to other household items (pot holder on the fridge) and a needlepoint; pronghorn/antelope picture is identified. – Peggy notices cookies; caregivers acknowledge, give her one, and praise her choices and learning. – Session winds down with cookie munching and a decision to stop the activity. |
| AI Narrative: | In this short home scene, a toddler named Peggy explores her surroundings with the encouragement of adults nearby. The interaction begins with simple objects at hand—most notably a button—prompting repeated labeling and gentle commentary from the caregivers. Throughout, Peggy experiments with sounds and words, most often producing variations of “that,” while adults mirror and expand on her focus. Occasional phonetic notes suggest careful observation of her emerging speech sounds, including slight shifts in articulation. As Peggy’s interest grows, the caregivers follow her lead, moving from the immediate object—the button—to items around the room. Peggy points for the first time with a clear index-finger gesture, and this pointing becomes a central tool in directing attention. When she indicates a plate on the wall, an adult carries her closer so she can inspect it, moving from pointing to touching. The adults respond consistently with acknowledgment and questions, helping Peggy connect her gestures and vocalizations with named objects. The scene continues as Peggy directs attention toward a needlepoint and then a pronghorn image on the back wall. Her repeated “that” serves as a catch-all request for engagement, identification, or proximity, while the caregivers supply labels like “picture of an antelope” and prompt further looking. Their responses balance guidance with flexibility, clarifying what she is noticing while allowing her to shift focus. Throughout, the adults gently discourage unsafe actions and redirect her interest without breaking the flow of exploration. At one point, the caregivers introduce a simple body-part identification game, asking Peggy to find noses. The questions are met with mixed success, as her attention returns to objects higher up, including items atop the refrigerator and a pot holder. This sequence illustrates the variability of toddler attention and the way new stimuli can quickly supersede earlier tasks. The adults remain patient, acknowledging what she notices and returning to the original prompts when possible. The interaction concludes with a small reward—a cookie—after Peggy spots them, followed by praise and a calm wrap-up. Taken together, the episode highlights early communicative development: the power of pointing, the use of a single word to serve many functions, and the adult role in scaffolding language and attention. It offers a concise look at joint attention in action, where a child’s “that” becomes a bridge to shared exploration and early word learning. |
| Link Index | Panel P050, Language Development, Object Exploration, Social Interactions |
| Themes, Interplay |
The Pure Point; difficulty of understanding Peggy’s objectives, interests; interest in objects “out of reach” |
