Pointing and Gestures from 13 to 18 Months

Why are gestures important?

Children communicate with their bodies before and alongside words. Pointing, waving, raising arms to be picked up, and clapping can all be everyday communication.

Gestures help a child direct attention, show a need, and share interest; they are more than substitutes for speech.

From 13 to 18 months, gestures may become more varied. Children do not use every gesture at the same age or in the same order.

What does pointing to request something mean?

A child may point to a drink and look at you to ask for it, or point to a toy out of reach to request help.

NHS guidance describes pointing and other actions as part of communication. CDC lists pointing to request by 15 months and to show interest by 18 months; these are US monitoring examples, not a UK diagnostic test.

A child can communicate this intention before using a spoken word. Notice gaze, sounds, and context too.

How is pointing to share interest different?

Sometimes a child points because they want you to notice something, not because they want to get it. They might point to a dog or aeroplane, then look towards you.

CDC includes pointing to show something interesting on its 18-month social-emotional checklist.

Requesting and sharing are different purposes. Neither should be interpreted from one moment alone.

What is shared attention?

Shared attention is when a child and another person focus on the same thing together. A child may point to a cat, look back at you, and share the moment.

Looking between an object and carer, or following where the carer looks, can be part of these exchanges.

Shared attention happens naturally: notice a bird, look at a book, or watch a vehicle pass.

What other gestures might you see?

A child may wave goodbye, clap, raise arms to be picked up, hand you an object, or nod or shake their head. These are examples, not a required checklist.

CDC includes clapping when excited on its 15-month social-emotional checklist. Children vary in how often they use gestures.

One child may point often; another may reach, wave, or bring an object. Consider the wider communication pattern.

How can you support gestures naturally?

Point to something your child notices and name it simply: “Cat!” or “Look, a plane.” Respond naturally when your child points.

There is no need to move your child’s hand into a pointing position. Modelling a gesture is enough.

Books, meals, windows, and walks offer everyday chances to notice things together.

Does not pointing by itself mean autism?

No. One behaviour cannot diagnose autism or another developmental condition. CDC milestone lists do not replace validated developmental screening.

Consider the wider pattern: sharing attention, gestures and sounds, response to people, and understanding familiar language.

Discuss persistent concerns across social communication or other areas with your child’s clinician, even if a checklist seems reassuring.

When should you seek advice?

Share concerns if your child rarely gestures or tries to communicate as they approach 18 months, or you notice concerns across pointing, shared attention, and sounds or words.

A health visitor or GP can discuss concerns about gestures, shared attention, or communication and advise whether local assessment is appropriate.

Your observations matter. A clinician can consider developmental history and whether screening or assessment may help.

What can you do today?

Notice how your child communicates when requesting something and when sharing something interesting.

Name what your child points at or looks towards, then pause. Model pointing during ordinary routines.

Consider how communication has changed over recent weeks instead of testing for one gesture.

If you remain concerned, write down a few everyday examples to discuss with your health professional.