All examples below are invented teaching cases, not actual rules, families, cultural practices, permission, events or observations. Each keeps the day's source goal while changing objects/domain; teachers supply broad pieces or exact descriptions. Real extension needs actual source/approval under the pathway. “→” gives the worked source-bounded response; these are teaching examples, never fresh-check rehearsal. Keep all identities in the whole record; don't infer cause from location, action from instruction, everyone's meaning from one account or benefit from a changed picture.
| Day | Worked variation 1 | Worked variation 2 |
|---|---|---|
| 151 | Pretend garden-tool table: source shows a square storage mat and round waiting tray. Child makes both cues and asks what the tray is for → two named source-backed features and an unanswered purpose question; no actual tool use or safety rule. | Pretend music station: source shows a long instrument shelf and oval hand-back basket. Child builds two features from the record → model represents that source view, not every real music room. |
| 152 | Pretend grocery-packing desk: earlier cards X/Y/Z are in a crate; later X is in crate and Y/Z on packing mat. Child traces Y → Y is represented on mat later, not missing; packer/cause absent. | Pretend café order-board: earlier slips red/blue are on board; later red stays on board and blue is in collection pocket. Child traces blue → a different recorded place for the same slip, not proof of a filled order, person or reason. |
| 153 | Pretend sports-ball station: keeper asks “Put the practice ball on the return mat; ask before putting it on the rack.” Child makes ask-first flap → instruction is sourced, but no player compliance is reported. | Pretend art-materials bench: source requests “Leave used paper stencils in this tray for the helper.” Child makes tray/ask-source cue → describes a requested step; not proof that any stencil was cleaned/returned or a real art rule. |
| 154 | Pretend bus-stop model: visitor Anu says the bench matters to her because she waits there with her bag. Child attaches ANU SAYS → one person's place reason, not every traveller's needs or who placed the bench. | Pretend allotment corner: visitor Bea says the watering-card board matters to her because she remembers her task there. Child makes BEA SAYS flap → her particular reason; no gardener identity/culture/general preference inferred. |
| 155 | New pretend toy-library practice after fresh-check capture: record puts teddy-tag L on bench earlier and in basket later; caretaker asks to check before shelving. Child traces L → location records support the trail; instruction alone doesn't establish who moved it. | New pretend workshop practice after capture: lettered pattern A stays in drawer while B appears on sorting pad; Ren says pad matters to Ren for comparing patterns → all items remain represented, Ren's reason stays attributed and missing mover remains open. |
| 156 | Pretend recycling demonstration: source asks to leave clean demonstration cards in teacher's review tray. Child drafts a tray picture labelled PLAN and “Ask teacher to check” → usable proposed cue sourced to the request, not proof of recycling or approval. | Pretend sewing-paper station: exact keeper request names pattern-return pocket. Child proposes a broad pocket cue → plan identifies feature/step/checker, with no machine use or physical action inferred. |
| 157 | Pretend board-game store: draft says “Straight back to shelf”; source says “Ask keeper before shelving.” Child adds ask-first flap → correction matches request; no actual player use/effectiveness follows. | Pretend swimming-bag desk: keeper checks a paper arrow matches the stated holding-tray request; no visitor report. Child saves checked wording separately from use → source-check evidence only, no water activity, safe-access or all-user benefit. |
| 158 | Pretend picnic-card table: child directs an adult to place a broad reusable paper plate-card on the model return mat. Record actor/helper/time → adult placed a child-directed card on a model; not independent child action or a real picnic outcome. | Pretend library-display model: child chooses to explain ask-first step and makes a cue without moving cards. Record cue/help and not-done movement → explanation/representation occurred; no resource movement required for the care explanation. |
| 159 | Pretend bakery-display desk: earlier/later records, Uma-like named keeper request and one visitor reason are shown; willing paper listener points to an unclear arrow. Child revises arrow against source → actual child-model edit in role play; no real customer result. | Pretend science-demo store: one approved-in-story record shows tray unchanged later; named visitor values finding lens-cards there. Child tells source trail and keeps unchanged view → no change needs inventing; source-labelled reason and care request remain separate. |
| 160 | New pretend costume-paper desk after check capture: record shows scarf-card J moved in location list; Pat reports moving J but says nothing about K. Child bounds actor claim → Pat's account supports J only; K's mover/cause remains open. | New pretend repair-token station after capture: keeper reports checking a message, visitor Lee explains one place reason, no task-use report. Child proposes sourced cue and future observation question → wording check and Lee's reason are supported; action/benefit are still unobserved. |