Gestures before words: How parents can encourage communication

A curious 12-month-old gestures with a pointed finger, using non-verbal cues to express interest and communicate effectively.

Gestures before words refers to the natural stage of development when babies communicate through actions such as reaching, pointing, waving, clapping, and showing objects before they begin speaking. These early gestures are important communication milestones because they help children express their needs, share experiences, and build the foundation for spoken language.

Communication Begins Before the First Word

One of the most exciting milestones parents anticipate is hearing their child's first word. Families eagerly wait for "Mama," "Dada," or another familiar word that marks the beginning of spoken language. It can be tempting to think that communication starts with speech, but children's communication journeys begin much earlier.

Long before children are able to form words, they are already sharing ideas, expressing emotions, and connecting with the people around them. They smile to invite interaction, reach toward a favorite toy, lift their arms to be picked up, wave goodbye to a grandparent, and point toward something that captures their attention. These moments are not random movements. They are purposeful attempts to communicate.

As an early childhood developmental therapist, I've had the privilege of coaching families through these early stages of development. One of the first things I encourage parents to notice is not just what their child says, but how their child is already communicating. When we recognize and respond to these early attempts, we help children discover that communication is meaningful—and that people respond when they have something to share.

Why Gestures Matter Before Words

Gestures are often called the building blocks of language because they help children understand one of life's most important lessons: communication changes the world around them.

Imagine a twelve-month-old who stretches both arms upward while looking at a parent. The child may not yet be able to say, "Pick me up," but the message is perfectly clear. A caring adult responds by lifting the child into their arms. In that simple exchange, the child learns that communication has power.

As babies grow, their gestures become more purposeful. They begin showing toys to caregivers, waving hello, clapping after accomplishing something new, shaking their heads to express "no," and eventually pointing to objects that interest them.

Each gesture strengthens the relationship between the child and the adult while laying the groundwork for vocabulary, conversation, and social interaction. Research has consistently shown that children who use a variety of gestures often develop larger vocabularies later in toddlerhood. For Rowe and Goldin-Meadow (2009) conducted a longitudinal study published in Developmental Science, demonstrating that the number and variety of gestures children produced at 14 months predicted their spoken vocabulary size at 54 months. The study emphasizes that gestures function as foundational communicative tools that scaffold language acquisition, acting as precursors to verbal expression. Similarly, Iverson and Goldin-Meadow (2005) in Child Development report that infants’ gestures not only reflect current communicative skill but also facilitate vocabulary growth by eliciting responsive speech from caregivers, thereby providing a mechanism for language learning. These peer-reviewed findings underpin the assertion that diverse gestural communication in early childhood is a significant predictor of linguistic development. While every child develops at their own pace, gestures give parents valuable insight into how their child's communication skills are growing.

The Connection Between Gestures and Language Development

Language development is about much more than learning words. It involves paying attention to other people, taking turns during interactions, understanding that words have meaning, and recognizing that communication allows us to share ideas.

Gestures support each of these skills. When a child points toward a ball and a parent responds, "Yes! That's your red ball!" the child hears language connected to something meaningful. Because the child initiated the interaction, they are often more engaged and ready to learn.

These everyday conversations may seem simple, but they happen hundreds of times throughout early childhood. During snack time, bath time, story time, grocery shopping, and outdoor walks, children repeatedly experience the powerful connection between gestures, words, and shared attention.

Over time, gestures gradually become paired with spoken language. A child who once simply reached toward a cup may begin reaching while saying "cup," and eventually ask, "Can I have my cup?" Language grows naturally from these rich, responsive interactions.

Why Pointing as Gesture Is One of the Most Important Milestones

If there is one gesture that deserves special attention, it is pointing. Pointing represents an important shift in a child's communication because it shows that they are intentionally directing another person's attention.

Sometimes children point because they want something. Perhaps they point toward a favorite snack on the counter or a bubble wand sitting on a shelf. This type of pointing is called requesting because the child is communicating a need or desire.

Other times, children point simply because they want to share an experience. Imagine taking a walk through the neighborhood when your toddler suddenly points toward a bright red cardinal sitting on a fence. Your child isn't asking for the bird—they simply want you to notice it too.

When you smile and respond, "I see the bird! It's a beautiful red bird," something remarkable happens. You and your child are sharing attention to the same experience. Professionals call this joint attention, and it is one of the strongest foundations for later language, learning, and social development.

Moments like these happen naturally throughout the day. They may last only a few seconds, but they create opportunities for conversation, vocabulary growth, and emotional connection.

Everyday Ways Parents Can Encourage Gestures

The good news is that encouraging gestures does not require expensive toys or complicated activities. The most powerful opportunities happen during ordinary routines. At mealtime, consider placing a favorite food just out of reach for a moment. Instead of immediately handing it to your child, pause and wait expectantly. Many children will naturally reach, point, or look toward the item. When they do, respond warmly by saying, "You want more bananas!" This simple exchange teaches that communication leads to meaningful results.

Books offer another wonderful opportunity to encourage gestures. As you read together, pause occasionally and ask, "Where's the puppy?" or "Can you find the moon?" Even if your child only looks toward the picture at first, celebrate the attempt. Over time, many children begin pointing to favorite pictures, creating countless opportunities to introduce new vocabulary.

Outdoor walks are equally valuable. Young children are naturally curious about airplanes, birds, dogs, flowers, trucks, and construction vehicles. Rather than rushing from one place to another, slow down and follow your child's interests. If they point toward a squirrel climbing a tree, stop and talk about what you both see. These shared experiences often become some of the richest language-learning moments of the day.

Playtime also provides endless opportunities for communication. Whether stacking blocks, rolling a ball, blowing bubbles, or pretending to feed a stuffed animal, follow your child's lead. Narrate what they are doing using simple language, pause to give them opportunities to communicate, and celebrate every attempt to interact.

Should You Teach Baby Sign Language to Increase Gestures?

One of the questions parents ask most often is whether teaching baby sign language will delay speech. The reassuring answer is no.

Research indicates that incorporating simple signs with verbal communication does not impede a child’s speech development. Instead, these signs serve as an additional tool, enabling children to express themselves confidently while their spoken language skills continue to grow. By providing multiple avenues for communication, caregivers and educators can support a child’s understanding and social interaction, enhancing overall language development during early childhood.

This approach aligns with findings from studies on early childhood language environments, which emphasize that clear, consistent, and age-appropriate communication strategies promote comprehension, vocabulary acquisition, and confidence in young learners. Using simple signs or gestures complements verbal instruction, offering children a bridge to more complex language while respecting the pace of their development.

Signs such as more, all done, milk, eat, and help can reduce frustration because children are able to express themselves before they can clearly pronounce words.

The most important guideline is to pair every sign with the spoken word. For example, when signing "more," say the word aloud at the same time. This allows children to connect the gesture with spoken language, supporting communication rather than replacing it.

When Should Parents Be Concerned?

Every child develops at their own pace, and there is a wide range of what is considered typical. However, parents should discuss their concerns with their pediatrician or their state's Early Intervention program if they notice that their child rarely makes eye contact, is not using gestures such as pointing or waving by around their first birthday, shows little interest in interacting with others, or loses communication skills they previously demonstrated.

Seeking guidance early does not automatically mean something is wrong. Instead, it provides an opportunity to better understand your child's development and, if needed, access support during a time when young children learn most rapidly.

Key Takeaways

Communication begins long before a child's first spoken word. Every smile, reach, wave, and point represents another step toward language. By slowing down, following your child's interests, responding warmly, and adding simple language to everyday moments, parents create thousands of opportunities for learning.

The journey to talking is not measured only by words—it begins with connection.

Frequently Asked Questions

At what age do babies begin using gestures?

Many babies begin using simple gestures such as reaching, raising their arms, or waving during the first year of life. Pointing often develops around a child's first birthday, although there is individual variation.

Why is pointing important before talking?

Pointing allows children to communicate their interests and needs before they have the words to do so. It also supports joint attention, an important skill for language learning and social development.

Does baby sign language delay speech?

No. Research suggests that using simple signs while speaking can support communication and reduce frustration without delaying spoken language.

What should I do if my toddler is not pointing?

If your toddler is not pointing, waving, or using other gestures by around 12 months, discuss your concerns with your pediatrician or your local Early Intervention program. Early guidance can provide reassurance or identify opportunities for additional support.

References:

Goodwyn, S. W., & Acredolo, L. P. (1998). Baby signs: How to communicate with your infant before your child can speak. Infant-Toddler Intervention, 8(1), 7–26.

Iverson, J. M., & Goldin-Meadow, S. (2005). Gesture paves the way for language development. Child Development, 76(3), 517–533. https://doi.org/10.1111/j.1467-8624.2005.00877.x

Miller, P., & Lossia, H. (2013). Gestures, interaction, and early language development: Parent–child responsiveness. Developmental Psychology, 49(2), 310–320. https://doi.org/10.1037/a0028742

Rowe, M. L., & Goldin-Meadow, S. (2009). Early gesture selectively predicts later language learning. Developmental Science, 12(1), 182–187. https://doi.org/10.1111/j.1467-7687.2008.00767.x