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to say that the there is a great relationship between progression actively using pointing behavior and the progression of language development. When an infant points, it is a great milestone achieved in terms of recognizing their surroundings and their progression in growth. The act itself holds strong values and overall a component of interaction between both infants and parents. As Esseily et al., (2022) study has demonstrated, infants that are persuaded to use pointing behaviour are more susceptible to exploring new words, thus expanding their vocabulary. Additionally, parents that implement a consistent and repetitive routine of making pointing a habit with repetition and consistency can also accelerate their infant’s language development skills as they go into school later on (Luke, Grimminger, Rohlfing, Liskowski & Ritterfield, 2017). Barnes (2010) research has taken account that taking the initiative to introducesign language is also effective in terms of academic benefits regarding to producing longer sentences, and approved attentiveness by the time the infant has been put into school. Overall, deictic gestures, such as pointing, plays a huge role in the development and progression of an infant’s language development. A combination of using both hand gesture and speech will maximize the potential for acceleration within language development. Pointing behavior during the time of infancy is the ultimate transition to help infants generate speech more effectively while using their hands at the same time to convey ideas and thoughts. Additionally, the combination has proven to have produced enhancement in linguistics tests and vocabulary acquisition as infants moved forward into education (Esseily et al., 2011). Considering the
POINTING BEHAVIOUR relationship between infant pointing and language development, both elements work hand in hand and complement the overall process of language development in infants.
POINTING BEHAVIOUR References Barbaro, J., & Dissanayake, C. (2012). Developmental Profiles of Infants and Toddlers with Autism Spectrum Disorders Identified Prospectively in a Community-Based Setting. Journal of Autism and Developmental Disorders,42(9), 1939-1948. Barnes, S. (2010). Sign Language with Babies: What Difference Does It Make? Dimensions of Early Childhood,38(1), 21-30. Baron-Cohen, S. (2004). Male and female brain. The Oxford Companion to the Mind,The Oxford Companion to the Mind. Begus, K., & Southgate, V. (2012). Infant Pointing Serves an Interrogative Function. Developmental Science,15(5), 611-617. Brooks, R., & Meltzoff, A. (2008). Infant gaze following and pointing predict accelerated vocabulary growth through two years of age: A longitudinal, growth curve modeling study *. Journal of Child Language,35(1), 207-220. Carpendale, J. I. M. & Carpendale, A. B. (2010). The development of pointing: From personal directedness to interpersonal direction. Human Development, 53, 110-126.