Birth–11 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Uses pointing with eye gaze to make requests, and to share an interest.
Observe whether the child: uses pointing with eye gaze to make requests, and to share an interest.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
The child sometimes reaches or extends a hand toward an object and briefly looks at the adult, but the coordination between pointing-like gesture and eye gaze is inconsistent. Sharing interest (showing) may be rare or fleeting.
What you might see
Reaches for an out-of-reach item while looking only at the item (does not look to the adult).
Cries or fusses for something wanted without using any pointing-like gesture toward it.
Extends an arm toward a toy and briefly glances at the adult once, then looks away.
Uses a whole-hand point sometimes, but does not clearly look back to the adult to check attention.
Expected
On track
In familiar situations, the child uses a clearer point/extended finger or whole-hand point while looking between the adult and the object to request. The child occasionally points to share interest, especially during books or familiar games.
What you might see
Points or extends a hand toward a desired snack, then looks at the adult’s face and back to the snack.
During a book, points to a picture and looks up at the adult as if to share it.
Exceeding
Going further
The child consistently uses pointing with eye gaze to both request and share interest across typical contexts (snack, toys, outdoors, books). The child repeats or adjusts the gesture if the adult does not respond and checks the adult’s attention.
What you might see
Points to an out-of-reach object while making eye contact, then repeats the point if not understood.
Points to something interesting (e.g., pet, light) and looks between it and the adult to share interest.
Points and adds an excited sound/facial expression, then waits and checks the adult’s eyes to confirm shared attention.
If the adult looks at the wrong thing, the child points again more precisely and shifts gaze to guide the adult.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Place a favourite toy slightly out of reach and wait—does your child point (or clearly extend a hand) and look at your face to request it?
During story time, pause on an interesting page—does your child point to a picture and look up at you as if to share it?
Outdoors, when something catches their attention (bird, car, dog), notice whether they point and then look to you to “show” it.
At snack time, hold the snack near but not in reach—does your child combine gaze to you with a clear point/gesture to request?
If you deliberately look at the wrong item after they point, does your child repeat or adjust their pointing and look back at you to correct?
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the Early Years Foundation Stage (2012), DfE.
The construct is framed as early communicative competence shown through coordinated gesture and attention.
Developmental research
Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4).
Joint attention research supports pointing-with-gaze as a foundational communicative behaviour in late infancy.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
The child does not use pointing combined with eye gaze to communicate; requests or interest are shown mainly through crying, reaching, or general fussing without coordinated looking. The child rarely checks the adult’s face during wanting or sharing moments.
Reaches for an out-of-reach item while looking only at the item (does not look to the adult).
Cries or fusses for something wanted without using any pointing-like gesture toward it.
Emerging
The child sometimes reaches or extends a hand toward an object and briefly looks at the adult, but the coordination between pointing-like gesture and eye gaze is inconsistent. Sharing interest (showing) may be rare or fleeting.
Extends an arm toward a toy and briefly glances at the adult once, then looks away.
Uses a whole-hand point sometimes, but does not clearly look back to the adult to check attention.
Developing
In familiar situations, the child uses a clearer point/extended finger or whole-hand point while looking between the adult and the object to request. The child occasionally points to share interest, especially during books or familiar games.
Points or extends a hand toward a desired snack, then looks at the adult’s face and back to the snack.
During a book, points to a picture and looks up at the adult as if to share it.
Secure
The child consistently uses pointing with eye gaze to both request and share interest across typical contexts (snack, toys, outdoors, books). The child repeats or adjusts the gesture if the adult does not respond and checks the adult’s attention.
Points to an out-of-reach object while making eye contact, then repeats the point if not understood.
Points to something interesting (e.g., pet, light) and looks between it and the adult to share interest.
Reflexive
The child flexibly combines pointing + eye gaze with additional signals (vocalisation, facial expression) to clarify meaning and persists appropriately. The child initiates shared attention moments (points to show something) and generalises to new objects and settings.
Points and adds an excited sound/facial expression, then waits and checks the adult’s eyes to confirm shared attention.
If the adult looks at the wrong thing, the child points again more precisely and shifts gaze to guide the adult.
