8–20 monthsSpeakingCommunication and Language: Speaking
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
Uses an early form of requesting (reaching/handing an object) or points without coordinating eye gaze. May look at an adult but does not clearly link the look with pointing to an object/event.
What you might see
When a desired toy is out of reach, cries or reaches toward it but does not point while looking at an adult.
Looks at something interesting (e.g., bubbles) without looking back to an adult to share the moment.
Points at an item but keeps looking at the item and does not look to the adult’s face.
Looks at an adult and vocalises, but does not use a point to indicate what they want or are noticing.
Expected
On track
Uses pointing with eye gaze mainly to request help or items in familiar routines, usually with familiar adults and predictable contexts.
What you might see
At snack time, points at the food and looks at the adult to request, especially after the adult pauses.
Points to the cup on the table and looks to the adult for help getting it.
Exceeding
Going further
Uses pointing with coordinated eye gaze both to make requests and to share interest, alternating gaze between the object/event and the adult to check the adult’s response across contexts.
What you might see
Points to something interesting (e.g., a bird outside) and looks back at the adult, smiling or vocalising, as if to share.
Points to a toy, looks to the adult, and then points again if the adult doesn’t respond, showing expectation of a reaction.
Points in a book to show an adult a picture, looks up to check the adult is looking, and repeats the point on another page.
When misunderstood, shifts the point to a different item/location (e.g., points closer, taps the object) while looking at the adult to clarify.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: Hold the snack where it can be seen but not reached and wait—does your child point and look at your face to request?
Story time: In a picture book, pause—does your child point to a picture and then look up at you to check you’re looking too?
Outdoor: When something exciting appears (dog, bus, aeroplane), pause—does your child point and then look back at you to share interest?
Transitions: Before going out, pause by shoes/coat—does your child point to what they want next and look to you for action?
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 EYFS (2012) — Communication and Language: Speaking (8–20 months).
Pointing with eye gaze is specified as an observable behaviour supporting early intentional communication within this age band.
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
Does not point with coordinated eye gaze to another person; communication is mainly through reaching, grabbing, or crying. May look at objects but does not reliably look to an adult to share or request.
When a desired toy is out of reach, cries or reaches toward it but does not point while looking at an adult.
Looks at something interesting (e.g., bubbles) without looking back to an adult to share the moment.
Emerging
Uses an early form of requesting (reaching/handing an object) or points without coordinating eye gaze. May look at an adult but does not clearly link the look with pointing to an object/event.
Points at an item but keeps looking at the item and does not look to the adult’s face.
Looks at an adult and vocalises, but does not use a point to indicate what they want or are noticing.
Developing
Uses pointing with eye gaze mainly to request help or items in familiar routines, usually with familiar adults and predictable contexts.
At snack time, points at the food and looks at the adult to request, especially after the adult pauses.
Points to the cup on the table and looks to the adult for help getting it.
Secure
Uses pointing with coordinated eye gaze both to make requests and to share interest, alternating gaze between the object/event and the adult to check the adult’s response across contexts.
Points to something interesting (e.g., a bird outside) and looks back at the adult, smiling or vocalising, as if to share.
Points to a toy, looks to the adult, and then points again if the adult doesn’t respond, showing expectation of a reaction.
Reflexive
Uses pointing and eye gaze flexibly to direct another person’s attention (including at a distance or in books), persists or clarifies when not understood, and may combine pointing with vocalisations/words.
Points in a book to show an adult a picture, looks up to check the adult is looking, and repeats the point on another page.
When misunderstood, shifts the point to a different item/location (e.g., points closer, taps the object) while looking at the adult to clarify.
