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GRAwhat are those ?
GRAspoon .
GRA*GRA: what do you eat with spoon and +...
HVIobviously you're not um <#> [>] [//] she's not potty trained yet ?
GRA+, fork [<] ?
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GRAno that's not nina ["] that's [//] # those are flowers .
CHI0.
HVI*HVI: the next # assessment that she has xxx two [//] at two and a half which is a more formal assessment she has a medical part with a doctor as well .
MOTmm hm .
GRAthat's an +...
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CHIninã [<] .
GRA<oh socks # M's socks> [>] .
HVI*HVI: <but she> [<] [/] she generally plays well with other children .
MOTyes .
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 [>] .
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CHIgranny [<] .
GRAmm # granny's got boots on today it was so cold .
MOT*MOT: mm no # she [/] she does play a lot with [>] +...
HVIyes [<] .
MOT+, other children .
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MOT+, other children .
CHIyyy .
HVI*HVI: um # no areas that you're concerned [>] with then <healthwise or development> [>] # you feel that she's +...
CHIgranny [<] .
GRA<granny's # yes> [<] .
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HVI+, certainly twenty three pounds for a child of this age who is quite short # sounds <very [//] # very> [>] average .
CHIyyy [<] .
HVI*HVI: um # but I think the thing is <obviously their interest> [>] is taken up with so My <other things> [>] at the moment that +...
CHIyyy [<] .
CHIyyy [<] .
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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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HVI<what a clever girl> [<] .
GRAdoes [//] do you count the stairs as you go up ?
GRA*GRA: because 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<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 .
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CHIdos@s [<] # dos@s [<] .
GRA<and then they all fell down and she said oh dear> [<] .
GRA*GRA: I think Sergio might have counted up the stairs [>] with her .
CHIdos [<] .
MOT<I'll have to ask him> [>] .
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CHIyyy [<] .
MOTno [<] .
HVI*HVI: but they are [//] # both the weight and height are very nicely together # and I think if we had a height [//] a head circumferance chart as well [//] we'd see that they were [//] that that was also # with the fiftieth [//] # just below the fiftieth centile so xxx [>] .
MOT<do you expect> [<] their um [/] # their height and weight at this stage to <still correlate> [>] with birth ?
CHIyyy .
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MOTno [<] .
HVIbut they are [//] # both the weight and height are very nicely together # and I think if we had a height [//] a head circumferance chart as well [//] we'd see that they were [//] that that was also # with the fiftieth [//] # just below the fiftieth centile so xxx [>] .
MOT*MOT: <do you expect> [<] their um [/] # their height and weight at this stage to <still correlate> [>] with birth ?
CHIyyy .
HVII think what we're looking for more at this age is for them to correlate # more together # with the head circumferance [>] .
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MOT<do you expect> [<] their um [/] # their height and weight at this stage to <still correlate> [>] with birth ?
CHIyyy .
HVI*HVI: I think what we're looking for more at this age is for them to correlate # more together # with the head circumferance [>] .
MOTyes [<] exactly .
HVIrather than xxx [>] .
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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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HVIshall we put teddy in the bag .
CHI0.
HVI*HVI: she looks like a miniature seamstress with that xxx going to measure me up .
MOTput teddy in as well ?
HVIshall we put teddy in the bag # so I can take him home # take him home to bed ?
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HVII think you know # as you say the [//] if one word characterises this age # it's ambivalence # in every sense [>] of the word .
MOTyes [<] .
HVI*HVI: I'm doing this course with Barbara Lloyd # presumably you [/] you know +...
MOTyes .
CHI0.
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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 .
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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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GRAright .
MOTM !
MOT*MOT: xxx [>] with Granny .
GRAxxx [<] see what's in the box .
MOTcome and see Granny .
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MOTsee you later .
GRAbye bye Mummy .
GRA*GRA: come in with Granny .
GRAMummy come later that's right .
GRAxxx wave goodbye .
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GRAwhat's this M ?
CHIball [?] .
GRA*GRA: yes ball dog's like playing with balls don't they like M does .
CHIwoof [?] .
GRAyes and that cat's holding a +...
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CHIyyy .
CHIgato [?] .
GRA*GRA: that's a cat with a # fish .
CHIfish [?] .
GRAfish .