-
HVIyes [<] [/] yes I do .
CHIyyy .
HVI*HVI: obviously I mean if I didn't [//] unless I've got a centile chart and I can acc [/] accurately <sort of look> [>] at their height <and weight> [>] it's difficult to say but +...
GRA<is that all right> [<] ?
CHIyyy [<] .
-
CHIyyy [>] .
CHIyyy .
HVI*HVI: yes it's [<] incredible [<] the amount of money we spend [<] on toys for kids now .
GRAyes I know .
CHIoh !
-
CHIbricks [?] .
GRAyes bricks .
MOT*MOT: I think it's about ## xxx approximately [>] .
GRA<oh you clever girl have you found them> [<] ?
GRAis there another one there ?
-
GRAthat's clever M wasn't it ?
GRAthat was what was so funny last # week in your room because I dropped an apple and [//] all over the place and she kept going and sticking her nose under things and saying <apple apple> ["] # we kept finding more and more and she [/] she hadn't missed one single one .
HVI*HVI: um # <it's about ten> [>] point seven kilos [>] .
CHIxxx [<] .
GRAcome [<] on then .
-
MOTsometimes .
HVIyes .
HVI*HVI: I think you know # as you say the [//] if one word characterises this age # it's ambivalence # in every sense [>] of the word .
MOTyes [<] .
HVII'm doing this course with Barbara Lloyd # presumably you [/] you know +...
-
MOTyes .
CHI0.
HVI*HVI: it's quite interesting actually (be)cause you can [//] # talking about children and how they react to certain # situations # from the sort of psychoanalytic point of view as well really adds some xxx richness to the xxx seminars when some of the students have never had any experience [>] .
CHI<yyy # yyy> [<] .
CHIbed [<] .
-
GRA0.
HVIwhen will you finish your research ?
MOT*MOT: well it's a two year project <so um> [>] +...
HVI<oh marvellous> [<] .
MOT+, it's going on until she's three and a bit .
-
MOTwell it's a two year project <so um> [>] +...
HVI<oh marvellous> [<] .
MOT*MOT: +, it's going on until she's three and a bit .
HVIand she is the [/] the sole subject xxx [>] .
MOT<she is for the> [<] [/] for the d [= starts saying something else] yes for [/] for the moment but it's amazing actually # <how much I'm not going to be able to do> [>] because it's [/] it's very detailed type [//] kind of stuff and I'm only going to be able to focus on certain aspects of it so # there's a lot more I could do .
-
MOT+, it's going on until she's three and a bit .
HVIand she is the [/] the sole subject xxx [>] .
MOT*MOT: <she is for the> [<] [/] for the d [= starts saying something else] yes for [/] for the moment but it's amazing actually # <how much I'm not going to be able to do> [>] because it's [/] it's very detailed type [//] kind of stuff and I'm only going to be able to focus on certain aspects of it so # there's a lot more I could do .
CHI<yyy # yyy # yyy> [<] .
HVIit's very sort of Piagetian isn't it sort of very in depth study of one child <and sort of following it through> [>] .
-
MOT<she is for the> [<] [/] for the d [= starts saying something else] yes for [/] for the moment but it's amazing actually # <how much I'm not going to be able to do> [>] because it's [/] it's very detailed type [//] kind of stuff and I'm only going to be able to focus on certain aspects of it so # there's a lot more I could do .
CHI<yyy # yyy # yyy> [<] .
HVI*HVI: it's very sort of Piagetian isn't it sort of very in depth study of one child <and sort of following it through> [>] .
MOT<yes well it's [//] if [/] if you> [<] look at the language it's so detailed it's got so much data you don't know what to do with it really .
CHI0.
-
CHI<yyy # yyy # yyy> [<] .
HVIit's very sort of Piagetian isn't it sort of very in depth study of one child <and sort of following it through> [>] .
MOT*MOT: <yes well it's [//] if [/] if you> [<] look at the language it's so detailed it's got so much data you don't know what to do with it really .
CHI0.
MOTand I mean I'm only going to be looking at [/] at first at the first at [/] at the stop consonants just those consonants of a particular kind that occur at the beginning of a word so I'm ignoring xxx .
-
HVII mean I spent hours xxx [>] .
MOTxxx [<] because the transcription <is very> [>] .
HVI*HVI: <that's right> [<] well also # as well when you're you know sort of # quite inexperienced at these things as I am it's knowing what to look for and knowing the <short cuts> [>] and the .
MOTyes [<] .
GRAand then I push that down to pause .
-
GRAoh what's that boy eating ?
GRAcan you see ?
GRA*GRA: it's a +...
CHIxxx .
GRA+, pizza .
-
CHI<yyy # yyy> [>] .
GRA<what is it> [<] ?
GRA*GRA: it's a +...
GRA+, a goat # a nanny goat .
CHI0.
-
GRAor are they a # balloon ?
CHIyyy .
GRA*GRA: do you think it's a ball ?
GRAthey're having a party aren't they ?
GRAand there's a lovely +...
-
CHIyyy .
GRAmm # M's ?
GRA*GRA: I think it's broken .
GRAyes it won't go on .
GRAjust hold it like that # that's right .