Pancakes By Jenny Video Summary

Introduction The following paper is based on the Bunny video where he is 22 months old and is snacking on cream cheese and other snacks (Bunny video), and the Augie video in which he is 2 and half years old and is making pancakes (Augie video).
Bunny video: Bunny is sitting in a high chair, directly in front of a camera set up. His high chair has a tray connected to it that keeps him from being able to explore the environment. The video begins with his mother, Professor Gopnik (Gopnik) getting him a snack to eat. She first gets him cream cheese, opens it for him, and proceeds to have various interactions in which she helps him eat the cream cheese, crackers, and avocado. Gopnik engages with Bunny by asking him questions, getting him snacks,
This insistence on trial and error is a fantastic example of the child as a scientist (Gopnik, 2004). Bunny insists on performing tasks on his own, even when he simply is not developed enough to do them on his own. When Gopnik tries to step in and help, he becomes very agitated. He expresses his temperament through crying and squealing. If Gopnik does something that upsets Bunny, he thrashes his arms and gets very fussy. He is being a very independent child scientist, working hard to figure out how to do things on his own. Gopnik notices him struggling to scoop out the avocado, and tries to help him. Bunny is eager to be able to function in the world the way he sees adults doing all around him, and after Gopnik scoops some of the avocado, he is slightly better at doing it himself because he is trying to imitate Gopnik. Cognitive development goes hand in hand with increasing independence in the world, and therefore being able to meet basic needs without the help of a caregiver. In this video, we see Bunny working towards being able to eventually feed
He is obviously an outgoing child and comfortable in his environment, and has no trouble talking with Gopnik. He does not have an adult vocabulary, but he knows enough that he can communicate what he wants and needs. If he does not know a word, he has means to get his point across. When he wants to move the flour, he points to the flour at the other end of the table but seems to have forgotten the name of it. When Gopnik notices what he means, she uses the word, and Augie is able to hear this, recognize she has named the item he forgot, and he then says the sentence again, using the word “flour” that Gopnik just provided for him. This exemplifies the process of language acquisition, and reminds us how impressive it is that language is learned so quickly and comprehensively at such a young age. It is also noteworthy that Gopnik uses motherese with Augie as well, even though he is her grandchild. The intensity of her motherese with Augie is less substantial, and is likely correlated with his older age and more mature grasp on