Why pointing matters: Unpacking the power of this simple gesture

ByLondon Speech and Feeding
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As a speech and language therapist, I’m often asked about the significance of seemingly simple gestures in child development. One question that comes up frequently is, ‘Why is pointing so important?’ It might seem like a trivial action, but pointing is a powerful communication tool and a critical milestone in a child’s development.

Why is pointing so important?

Let’s delve into the theory behind why pointing matters:

1. Pointing as pre verbal communication:

Before children can use words, they use gestures to communicate their needs and interests. Pointing is one of the earliest and most important gestures. It allows children to:

  • Request: ‘I want that!’
  • Protest: ‘No, not that!’
  • Direct attention: ‘Look at that!’
  • Share interest: ‘Wow, cool!’

2. Pointing and language development:

Pointing is not just about communicating in the here and now; it also plays a crucial role in language development. Research shows that:

  • Early pointing predicts later language skills: Children who point more often tend to have larger vocabularies and better grammar later on.
  • Pointing helps children learn new words: When children point at something, adults tend to label it, providing valuable language input.
  • Pointing supports joint attention: Joint attention, or the shared focus of two individuals on an object or event, is essential for language learning. Pointing helps establish joint attention, creating opportunities for communication and learning.

3. Pointing and social-emotional development:

Pointing is not just about language; it’s also about social interaction. It allows children to:

  • Engage with others: Pointing invites others to share their focus and participate in their world.
  • Express emotions: Pointing can convey excitement, curiosity, or concern.
  • Develop social understanding: By observing how others respond to their pointing, children learn about social cues and communication.

4. Pointing and cognitive development:

Pointing is linked to cognitive skills, such as:

  • Understanding object permanence: The ability to know that objects exist even when they are out of sight.
  • Categorisation: The ability to group similar objects together.
  • Problem-solving: Pointing can be used to ask for help or to indicate a problem.

5. Types of Pointing:

It’s important to note that there are different types of pointing, each with its own significance:

  • Imperative pointing: To request something.
  • Declarative pointing: To share interest or direct attention.
  • Informative pointing: To provide information.

If you have concerns about your child’s pointing or overall communication development, don’t hesitate to seek professional guidance from a speech-language therapist. Early intervention can make a significant difference in supporting your child’s communication journey.

How can we create opportunities for pointing?

  • ‘Where’s the…?’ games:
    • Play games like ‘Where’s the doggy?’ or ‘Where’s the ball?’ and encourage your toddler to point to the object.
    • Start with familiar objects and gradually introduce new ones.
  • Reading together:
    • When reading picture books, ask your toddler to point to specific objects or characters on the page.
    • Use phrases like, ‘Can you point to the puppy?’
  • Everyday activities:
    • During daily routines, ask your toddler to point to things they want or need.
    • For example, ‘Do you want the apple or the banana?’
    • When walking outside say ‘LOOK’ and encourage pointing.
  • Use of toys:
    • Use toys that have buttons or points of interest that when pressed make a noise. Encourage your toddler to point to the area that makes the noise.
    • Use toys that have many different parts, and ask the toddler to point to a specific part.

Model pointing:

  • Point yourself:
    • When you see something interesting, point to it and say the name of the object.
    • For example, ‘Look! A bird!’
  • Point to show choices:
    • When offering choices, point to each item as you name it.
    • For example, ‘Do you want the blue cup or the red cup?’ (Point to each cup).
  • Point to indicate direction:
    • When giving directions, point in the direction you want your toddler to go.
    • For example, ‘Let’s go that way!’ (Point).

Make it rewarding:

  • Respond to pointing:
    • When your toddler points, immediately respond to their communication.
    • Give them the object they want, or acknowledge what they are pointing at.
  • Use positive reinforcement:
    • Praise and encourage your toddler when they point.
    • Say things like, ‘Good pointing!’ or ‘You showed me the car!’
  • Show excitement:
    • When they point to something, show excitement, this will encourage them to point again.

Use specific techniques:

  • Use gestures and verbal cues:
    • Combine pointing with verbal cues and other gestures.
    • For example, say ‘Look!’ while pointing and nodding your head.
  • Simplify the environment:
    • Reduce distractions to help your toddler focus on the object you want them to point to.
  • Use exaggerated movements:
    • Use large, exaggerated pointing movements to draw your toddler’s attention.

Consider developmental factors:

  • Age-appropriate expectations:
    • Remember that pointing develops at different rates for different children.
    • Be patient and supportive.
  • Underlying issues:
    • If your toddler is not pointing by 18 months, or if you have any concerns about their development, consult with a speech and language therapist.
    • There may be underlying sensory or motor issues.

Key points:

  • Consistency is key. Practise these strategies regularly.
  • Make it fun and engaging for your toddler.
  • Celebrate every success, no matter how small.
  • If you have any concerns about your child’s development, contact your local health services.

Great toys and items for pointing

1. Interactive books:

  • Touch-and-feel books: Books with different textures, flaps to lift, and sounds encourage interaction and pointing. ‘Where’s the…?’ questions prompt pointing to specific features.
  • Books with simple pictures: Clear, uncluttered pictures make it easier for toddlers to focus and point to objects or characters.

2. Cause-and-effect toys:

  • Activity cubes: These often have buttons, dials, and levers that produce sounds or actions when manipulated, prompting pointing and exploration.
  • Pop-up toys: Toys where figures pop up or things happen when a button is pressed encourage anticipation and pointing to the action.
  • Simple musical instruments: A toy piano, drum, or xylophone encourages pointing to the keys/surfaces to make sounds.

3. Toys with parts to manipulate:

  • Shape sorters: Encourage pointing to the shapes and the matching holes.
  • Stacking cups or rings: Nesting cups or stacking rings invite pointing to select the correct size or order.
  • Puzzles with knobs: Simple puzzles with large knobs are easier for toddlers to grasp and point to the pieces.

4. Toys that encourage joint attention:

  • Bubbles: Blowing bubbles and following them with your eyes and pointing encourages joint attention (shared focus).
  • Balls: Rolling a ball back and forth and pointing to where it’s going can promote joint attention and turn-taking.
  • Wind-Up Toys: Wind-up toys that move across the floor can be exciting to follow with pointing.

5. Pretend play toys:

  • Toy telephones: Encourage pointing to the buttons and pretending to dial.
  • Dolls and stuffed animals: Pointing to the doll’s eyes, nose, mouth, etc., or asking the child to point to these features on themselves.
  • Toy food and dishes: Pretend play with food and dishes can involve pointing to request items or indicate actions (e.g., ‘Can I have the apple?’).

Tips for using toys to encourage pointing:

  • Get involved: Play alongside your toddler, modelling pointing and using language to describe what you’re doing.
  • Follow their lead: Observe what your child is interested in and use that to encourage pointing.
  • Limit distractions: Reduce background noise and visual clutter to help your child focus.
  • Use gestures and words: Combine pointing with words and other gestures (e.g., ‘Look!’ while pointing).
  • Be patient and positive: Celebrate all attempts at pointing and provide lots of encouragement.

Remember, the most important factor is the interaction you have with your child while playing. Use these toys as tools to create opportunities for communication and joint attention, and your toddler will be well on their way to mastering pointing!

Get in touch with me via my contact form if you need support

Sonja McGeachie

Early Intervention Speech and Language Therapist

Feeding and Dysphagia (Swallowing) Specialist The London Speech and Feeding Practice

The London Speech and Feeding Practice

Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

1

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      • Following instructions: Remembering a sequence of commands relies heavily on auditory memory.
      • Learning new words: We hear a word, remember its sound, and connect it to its meaning.
      • Developing phonological awareness: This is the ability to recognise and manipulate the sounds in spoken language, a critical precursor to reading. Auditory memory helps children distinguish between similar-sounding words (e.g., ‘cat’ vs. ‘bat’) and segment words into individual sounds.
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      • Developing conversational skills: Remembering what was just said helps us formulate appropriate responses.

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      When auditory memory is poor, particularly in young children, the ripple effects on speech and language development can be significant. Children might struggle with:

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      • Understanding stories or conversations: Missing key details or losing the thread of a narrative because they can’t hold enough information in their working memory.
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      • Social communication: Difficulty participating in group discussions, remembering names, or recalling what their peers have said.
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        • ‘I Spy’ with sounds: Instead of colours, describe sounds. ‘I spy with my little ear something that goes “moo”.’
        • Rhyming games: Sing rhyming songs, read rhyming books, and encourage your child to come up with words that rhyme.
        • Sound matching: Use everyday objects to make sounds (e.g., shaking keys, tapping a spoon) and have your child identify or match them.
        • ‘Memory chain’: Start a sentence and have your child add to it, remembering everything that came before: ‘I went to the market and bought an apple.’ ‘I went to the market and bought an apple and a banana.’
      3. Sing songs and nursery rhymes: Repetitive songs and nursery rhymes are excellent for developing auditory memory, rhythm, and phonological awareness. The predictable patterns help children anticipate and remember sequences of sounds and words.
      4. Give multi-step instructions (and praise!): Start with two-step instructions and gradually increase the complexity as your child’s skills improve. Always give positive reinforcement when they succeed. ‘Please pick up the red block and put it in the box.’
      5. Engage in active listening: Model good listening skills yourself. When your child is speaking, give them your full attention. Ask clarifying questions to encourage them to elaborate and organise their thoughts.
      6. Reduce background noise: A quiet environment makes it easier for young children to focus on auditory information. Minimise distractions like TV or loud music during activities that require listening.
      7. Use visual cues: While we’re focusing on auditory memory, sometimes pairing auditory information with visual cues can be helpful, especially initially. For example, when giving instructions, demonstrate the action as you say it.
      8. Be patient and consistent: Developing auditory memory takes time and consistent practice. Celebrate small victories and create a playful, supportive environment for learning.

      By actively engaging in these strategies, we can empower our youngest learners to build robust auditory memory skills, setting them up for success not only in speech and language development but also in their overall academic journey. It’s an investment that truly pays dividends in their future communication and learning abilities.

      Any comments or if you need help and support with your child’s speech please do not hesitate to get in touch with me: simply fill out the contact form here on the website. I endeavour to reply within 48 hours.

      Sonja McGeachie

      Highly Specialist Speech and Language Therapist

      Owner of The London Speech and Feeding Practice.

      Health Professions Council registered
      Royal College of Speech & Language Therapists Member
      Member of ASLTIP

      Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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      ByLondon Speech and Feeding
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      Mealtimes can be a battleground for parents of picky eaters, especially toddlers with Avoidant/Restrictive Food Intake Disorder (ARFID). I see a great number of toddlers with Autism traits and many of my clients are picky eaters from mild to severe. Take a look at my blog for an outline of what the issues are and how to try and help.

      ARFID goes beyond typical ‘picky eating’ and can significantly impact a child’s growth, nutrition, and social-emotional well-being. If your toddler is resistant to trying new foods or has a very limited diet, here are some strategies to navigate the introduction of solids:

      1. Understand ARFID:

      ARFID is a diagnosable eating disorder characterised by:

      • Limited food variety: Eating only a small range of foods, often with specific textures or colours.
      • Fear of new foods: Intense anxiety or aversion to trying unfamiliar foods.
      • Sensory sensitivities: Heightened sensitivity to taste, smell, texture, or appearance of food.
      • Lack of interest in eating: May show little interest in food or mealtimes.

      2. Seek professional guidance:

      • Paediatrician and/or gastroenterologist: Rule out any underlying medical conditions.
      • Registered dietitian: Assess nutritional needs and create a balanced meal plan.
      • Speech and language therapist (SLT): If oral-motor skills or sensory sensitivities are contributing to feeding difficulties.
      • Occupational therapist (OT): If sensory processing challenges are affecting mealtime behaviours.
      • Child psychologist: If anxiety or emotional factors are contributing to ARFID.

      3. Strategies for introducing solids:

      • Start small: Introduce one new food at a time, in small amounts, alongside familiar favourites.
      • Patience is key: It can take multiple exposures (up to 10–15 times!) for a child to accept a new food. Don’t give up!
      • Positive reinforcement: Praise and encouragement for any interaction with the new food, even just touching or smelling it.
      • No pressure: Avoid forcing or pressuring the child to eat. This can create negative associations with food.
      • Make it fun: Present food in playful ways, use cookie cutters for fun shapes, or involve the child in food preparation.
      • Sensory exploration: Encourage exploration of food through touch, smell, and sight before tasting.
      • Role modelling: Show the child that you enjoy eating a variety of foods.
      • Use fun utensils: your child might like characters from ‘Frozen’ or ‘Dinosaurs’ or ‘Diggers’ there are a host of character-based cutlery and cups/plates to be had. Also, I really rate these two items very highly they are so good so I want to share these with you. Both are available online. But warning: the cup is outrageously expensive as it comes from the United States and is sold by a small scale company. But I feel this is cup very worth trying, I have had good results with this.
      NumNum Baby Spoons Set
      TalkTools Recessed Lid Cup with Handles
      • Gradual desensitisation: Start with foods that are similar in texture or taste to accepted foods, then gradually introduce more challenging options.
      • Food chaining: Introduce new foods that are similar in taste, texture, or appearance to accepted foods.

      4. Mealtime Environment:

      • Positive and relaxed: Create a calm and enjoyable mealtime atmosphere.
      • No distractions: Minimise distractions like TV or toys.
      • Consistent schedule: Offer meals and snacks at regular times.
      • Child-sized portions: Offer small, manageable portions to avoid overwhelming the child.
      • Involve the child: Let the child choose their utensils, plate, or cup.

      5. Remember:

      • Every child is different: What works for one child may not work for another.
      • Progress takes time: Be patient and celebrate small victories.
      • Focus on the positive: Praise any positive interaction with food.
      • Seek support: Connect with other parents or support groups.

      Introducing solids to toddlers with ARFID can be challenging, but with patience, persistence, and professional guidance, you can help your child develop a healthier relationship with food.

      Get in touch with me via my contact form if you need support

      Sonja McGeachie

      Early Intervention Speech and Language Therapist

      Feeding and Dysphagia (Swallowing) Specialist The London Speech and Feeding Practice

      The London Speech and Feeding Practice

      Find a speech and language therapist for your child in London. Are you concerned about your child’s speech, feeding or communication skills and don’t know where to turn? Please contact me and we can discuss how I can help you or visit my services page.

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