A child points toward a shelf. They might want the object, want you to look at it, or be directing attention to something beyond it. The gesture makes more sense when you notice what happens immediately before and after it, rather than treating the finger alone as a message.
Look at the purpose of this exchange
If the child points at a cup and then reaches toward it, asking for the cup is one possible interpretation. If they point at a bird, look back toward you and then look at the bird again, they may be sharing something interesting. These are illustrative examples, not categories you can reliably diagnose from a single movement.
CDC includes pointing to show something interesting among its 18-month milestones. Its checklist supports developmental monitoring and conversation; it does not replace a validated screening tool. [1]
You do not have to decide which kind of pointing occurred before responding. Follow the child’s attention as well as you can, use a short description and leave room for their next action. If your first interpretation was wrong, their response may help you adjust.
Respond without turning access into a speech test
Suppose the cup is safely within your control and the child seems to be asking for it. Name it briefly and offer it rather than repeatedly insisting on a particular word. You can provide language while also responding to a gesture. A drink should not depend on passing an improvised vocabulary test.
For shared interest, looking toward the object may be the useful response. Describe the bird’s movement or the sound of the passing truck. There is no requirement to turn every gesture into a question about colour, number or naming.
Harvard’s serve-and-return description emphasises responsive back-and-forth interaction, including adult responses to a young child’s focus. The particular cup and bird examples here are original ways of applying that broad idea, rather than prescribed exercises. [2]
Describe the context if another caregiver notices something different
One adult may notice many gestures at mealtimes while another sees few during a rushed nursery handover. Instead of comparing totals, describe the opportunity. Was an interesting object visible? Were the child’s hands occupied? Did the adult understand the request before a point was needed?
A short observation can record the setting, what the child did and what happened next. For example: during a walk, pointed toward a dog, then looked toward the adult; adult looked and named it; child watched the dog. This invented note shows a useful level of detail without claiming to report an actual family.
Do not stage repeated tests by withholding ordinary objects or making the child perform for a camera. If you already have a concern, the absence of a perfect example is not a reason to postpone discussing it.
Use observations to ask a clear question
If pointing or other communication concerns you, contact the child’s clinician and describe what you are noticing. Include other gestures, sounds, words and responses you see across ordinary situations. Share any loss of skills promptly rather than waiting to fill a notebook. CDC advises acting on developmental concerns and asking about screening. [1]
A useful question is what the professional recommends next, and when you should follow up. That conversation can take account of the child’s broader development, hearing and communication in ways that an article or a tally of gestures cannot.
Continue responding to the child while seeking advice. Everyday interaction does not have to stop until you know the name of a difficulty, and it should not become a daily examination of whether yesterday’s gesture has appeared again.
References
Sources for the cited guidance and reported material. Worked examples and practical tools are original to Zolls.
- US Centers for Disease Control and Prevention. Milestones by 18 Months.
- Harvard Center on the Developing Child. Serve and Return.