Gestural Communication in Early Infancy: A Review of its Development, Relation With Language and Intervention Implications

Abstract

The aim of this article is to provide an actual and comprehensive overview of the development and functions of gesture during childhood, that could support the work of psychologists, educators, and other professionals conducting research or working with babies and toddlers. There is a growing body of evidence that gestures enhances, not hinders, language development. Gesture and language development parallels each other and share underlying symbolic abilities. Educational interventions in babies and their families encourage the intentional development of symbolic gestural communication. Results in relation with language, cognition, and socio-emotional aspects are presented. General implications and needs for additional research on specific aspects are discussed.