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GRAxxx .
HVIxxx .
MOT*MOT: so she likes to get a bit of loo paper and put it in the loo herself .
HVIoh that's good yeah .
MOTso we'll probably start .
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CHIxxx [<] .
HVIyeah .
GRA*GRA: well that seems confusing for me you see because I don't know what # half of it means .
HVIyou're being turned into a researcher as well as a granny <don't you know that> [>] ?
GRAyes [>] .
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HVIhas she got some special friends at the school # <at the creche> [>] .
MOT<at the creche> [<] not [//] she hasn't really started making friends.
MOT*MOT: she knows some of the [//] # their names and she'll point them out but she hasn't shown attachment to any particular one .
CHIninã [<] .
GRAyes [<] .
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HVI<but she> [<] [/] she generally plays well with other children .
MOTyes .
HVI*HVI: (be)cause I think sometimes at this age they haven't quite developed the idea of sharing or otherness yet have they and you can often get sort of xxx [>] .
CHIgranny [<] .
CHIgranny [<] .
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CHIyyy .
GRAgranny's xxx .
MOT*MOT: um # I've measured her and weighed her recently and I [/] I don't know if that's a part of what you have to do .
HVIyes I would like [//] I was going to do her head circumferance in a minute [>] .
MOTyes [<] .
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MOTyes [<] .
HVIif you've weighed her that <would be useful> [>] .
MOT*MOT: <and I looked> [<] [/] I looked [//] I haven't [/] well I haven't done [//] I did it # a couple of weeks ago # .
MOTI um then looked at [/] at the chart of the norms and I noticed that she was about # normal on # head circumferance and um # weight but she was [/] she [//] I think she was shorter than normal.
GRA<what are those> [<] ?
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HVIif you've weighed her that <would be useful> [>] .
MOT<and I looked> [<] [/] I looked [//] I haven't [/] well I haven't done [//] I did it # a couple of weeks ago # .
MOT*MOT: I um then looked at [/] at the chart of the norms and I noticed that she was about # normal on # head circumferance and um # weight but she was [/] she [//] I think she was shorter than normal.
GRA<what are those> [<] ?
CHIabi [<] .
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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 [<] .
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GRA<is that all right> [<] ?
CHIyyy [<] .
HVI*HVI: +, certainly twenty three pounds for a child of this age who is quite short # sounds <very [//] # very> [>] average .
CHIyyy [<] .
HVIum # but I think the thing is <obviously their interest> [>] is taken up with so My <other things> [>] at the moment that +...
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CHIyyy [>] .
CHIyyy .
HVI*HVI: yes it's [<] incredible [<] the amount of money we spend [<] on toys for kids now .
GRAyes I know .
CHIoh !
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MOTwell it might come from dos ["] two # one two or something .
HVIah .
MOT*MOT: it might be something to do with Sergie because he spends a lot of time [>] building bricks [>] with her .
HVIyes [<] .
GRAyes [<] .
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MOT<ah I> [<] think it must be uno # dos +...
GRAoh yes it must be because her daddy counts .
MOT*MOT: +, tres # sort of dush because she says dush when she wants to go upstairs as well .
HVIoh does she ?
GRAdoes she count up the stairs [>] ?
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GRAdoes [//] do you count the stairs as you go up ?
GRAbecause you usually [//] you often do with children and she might have got that idea from counting up the stairs <you know one two three> [>] .
MOT*MOT: <well I think> [<] she might generalize the # idea of the bricks on top of one another to <going up the stairs> [>] .
GRA<going up the stairs> [<] <yes she might> [>] do .
CHI<oh dear> [<] .
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MOTI might remind myself .
MOTlength chart that's what I was looking at .
HVI*HVI: oh sorry you were looking at length not [//] I was thinking of <head circumferance> [>] .
CHIyyy [<] .
MOToh sorry xxx [>] .
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GRA<oh right> [<] yes .
MOTseventy seven and a half # centimetres .
MOT*MOT: actually that measurement was at the end of November but I think I checked her again xxx I don't think she's grown .
GRAthat's <right you make M measure> [>] .
MOT<she loves tape measures> [<] .
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GRAthat's <right you make M measure> [>] .
MOT<she loves tape measures> [<] .
HVI*HVI: so it was the <end of November> [>] .
CHIgranny [<] .
GRAxxx [>] .
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HVIright .
MOTare you measuring Granny's head ?
MOT*MOT: are you sure you wouldn't like to know the measurements of Granny xxx ?
GRAwell Granny's always had a very big head for her small stature .
MOTxxx .
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GRAactually I always had very big hats for a tiny child .
MOTyes # I've got a huge head as well .
GRA*GRA: <of course it was hair partly on my case xxx > [>] .
MOTxxx [<] .
CHIyyy .
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MOTxxx [<] .
CHIyyy .
HVI*HVI: so seventy seven xxx yes so as you can see she's # as far as her height [//] I've [/] I've put that on the eighteen month one because she was a bit younger there she's between xxx and she's just a little bit higher in terms of +...
MOTyes [/] # yes # <that's right> [<] .
MOTthat's what I'd thought # yes .
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MOTyes [/] # yes # <that's right> [<] .
MOTthat's what I'd thought # yes .
HVI*HVI: +, in terms of # her [/] her weight # <xxx fine> [>] .
MOT<so in terms> [<] of [//] her weight's ok for her height then # <in other words> [>] .
HVI<yes absolutely fine> [<] .
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MOTthat's what I'd thought # yes .
HVI+, in terms of # her [/] her weight # <xxx fine> [>] .
MOT*MOT: <so in terms> [<] of [//] her weight's ok for her height then # <in other words> [>] .
HVI<yes absolutely fine> [<] .
HVII mean obviously if [/] if her weight was down here and her height was up here then there's too much of a discrepancy .
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MOT<so in terms> [<] of [//] her weight's ok for her height then # <in other words> [>] .
HVI<yes absolutely fine> [<] .
HVI*HVI: I mean obviously if [/] if her weight was down here and her height was up here then there's too much of a discrepancy .
HVIthey never completely gonna tie in at this age because obviously there are going to be # weeks or months when she's off her food for other reasons xxx ill [>] xxx .
CHIGranny [<] .
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CHIyyy [<] .
CHIyyy [<] .
HVI*HVI: a general pattern over a period of say six months we would feel if there is a problem or not .
HVIbut she was how My at birth ?
HVIshe's three point seven <six kilos> [>] .
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HVIgood things come in small packages anyway .
MOTwill you give the tape to Jane please .
GRA*GRA: well there is a great discrepancy on both sides of the family for Margaret and Sergio isn't there with tall and short # people .
MOTnot so much in his family # well yes there is .
GRAxxx he's short for the family [>] .
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GRAxxx he's short for the family [>] .
MOT<yes [/] um> [<] # yes I suppose that's true [>] .
GRA*GRA: because on my side of the family Margaret's father's very tall and my # father for instance was very short so there's .
HVIisn't it strange # yes .
HVIwell I'm considered # very tall in my family if that'll give you any indication of how short we are # in Wales .
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GRAbecause on my side of the family Margaret's father's very tall and my # father for instance was very short so there's .
HVIisn't it strange # yes .
HVI*HVI: well I'm considered # very tall in my family if that'll give you any indication of how short we are # in Wales .
GRAyes .
HVIand I'm only five foot four but I tower above my sister and my mother .
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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 +...
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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 [<] .
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MOTbed no the bed's going [//] the teddy's got to <go in the bed> [>] .
HVIxxx [<] .
MOT*MOT: I think she doesn't like the teddy being <out of the bed> [>] .
HVI<oh I> [<] see .
MOTshall we put him back in the bed ?
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HVIshe's remembered that .
CHI0.
MOT*MOT: she sort of likes things to be # <complete and rounded off> [>] .
HVI<she likes things to be tidy> [<] don't you ?
CHI0.
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CHIyyy [>] .
HVIblimey [<] I mean +...
MOT*MOT: we had one point where we were going through one of the security checks in one of the airports on the way and she was carrying her dog # and the [//] um sec [//] the security guard made as if to take the dog away to check it and I said [/] I said <oh look I don't think she's going to like it if you take it away> ["] and he said <oh oh all right then> ["] so he checked it very nicely without [>] taking it away .
CHIninã [<] [?] .
HVIxxx [>] .
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CHIninã [<] [?] .
HVIxxx [>] .
GRA*GRA: xxx [<] well that's just the sort of thing they might [/] might be used .
HVIyes I'm sure people do try things like that .
HVIyou don't exactly look like heroin smugglers though .
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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> [>] .
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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.
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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.
MOT*MOT: and 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 .
CHIyyy .
HVIwith my uh # pathetic little research project that I did for finals I [/] I did [//] I had to do some data analysis of my videos but what I was trying to find out was # um # what sort of # variable interaction was going on between the parent and the child and # oh I found it so tedious .
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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 .
CHIyyy .
HVI*HVI: with my uh # pathetic little research project that I did for finals I [/] I did [//] I had to do some data analysis of my videos but what I was trying to find out was # um # what sort of # variable interaction was going on between the parent and the child and # oh I found it so tedious .
CHIdoor [<] .
GRAdoor [<] ?
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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 .
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GRAthere .
CHIyyy .
GRA*GRA: let's get things out of the box .
GRAyou show Granny # what is in the box .
CHIyyy .