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Developing Gestures in the Infant Classroom: From Showing and Giving to Pointing

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Title: Developing Gestures in the Infant Classroom: From Showing and Giving to Pointing
Language: English
Authors: Irene Guevara (ORCID 0000-0002-3739-060X), Cintia Rodríguez (ORCID 0000-0002-4961-2003), María Núñez (ORCID 0000-0001-6046-5457)
Source: European Journal of Psychology of Education. 2024 39(4):4671-4702.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 32
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Infants, Early Childhood Education, Nonverbal Communication, Nonverbal Learning, Child Development, Age Differences
DOI: 10.1007/s10212-024-00895-6
ISSN: 0256-2928
1878-5174
Abstract: Research on gesture development has mostly focused on home environments. Little is known about early communicative development in other relevant contexts, such as early-year-schools. These settings, rich in diverse educative situations, objects, and communicative partners, provide a contrast to parent-child interactions, complementing our understanding of gesture development. This study aims to describe the development of the first gestures in the infant classrooms of early-years-schools, focusing on ostensive gestures of showing and giving-their emergence, communicative functions, and relation to the subsequent emergence of pointing. We conducted a longitudinal, observational investigation analyzing the gestures of 21 children (7-13 months). Over 7 months, we observed and registered children's daily interactions in the classroom, employing a mixed quantitative and qualitative approach to analyze the types and functions of their gestures. We found a significant increase and diversification of gesture types and functions with age. Gestures followed a proximal-distal developmental course. Ostensive gestures were the earliest and most prevalent gestures observed. There was a correlation between the frequency of these gestures, with ostensive gestures fulfilling communicative functions later observed in pointing. Our qualitative analysis revealed the progressive construction of ostensive gestures into spontaneous, complex, and conventional forms of communication. These results highlight the important role of ostensive gestures in early communicative development, paving the way for distal communication through pointing and relating to the origin of intentional communication. More broadly, these findings have significant implications for early educational practices and show the value of conducting research on developmental processes in early education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1445863
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Irene+Guevara%22">Irene Guevara</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3739-060X">0000-0002-3739-060X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Cintia+Rodríguez%22">Cintia Rodríguez</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4961-2003">0000-0002-4961-2003</externalLink>)<br /><searchLink fieldCode="AR" term="%22María+Núñez%22">María Núñez</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6046-5457">0000-0001-6046-5457</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Research on gesture development has mostly focused on home environments. Little is known about early communicative development in other relevant contexts, such as early-year-schools. These settings, rich in diverse educative situations, objects, and communicative partners, provide a contrast to parent-child interactions, complementing our understanding of gesture development. This study aims to describe the development of the first gestures in the infant classrooms of early-years-schools, focusing on ostensive gestures of showing and giving-their emergence, communicative functions, and relation to the subsequent emergence of pointing. We conducted a longitudinal, observational investigation analyzing the gestures of 21 children (7-13 months). Over 7 months, we observed and registered children's daily interactions in the classroom, employing a mixed quantitative and qualitative approach to analyze the types and functions of their gestures. We found a significant increase and diversification of gesture types and functions with age. Gestures followed a proximal-distal developmental course. Ostensive gestures were the earliest and most prevalent gestures observed. There was a correlation between the frequency of these gestures, with ostensive gestures fulfilling communicative functions later observed in pointing. Our qualitative analysis revealed the progressive construction of ostensive gestures into spontaneous, complex, and conventional forms of communication. These results highlight the important role of ostensive gestures in early communicative development, paving the way for distal communication through pointing and relating to the origin of intentional communication. More broadly, these findings have significant implications for early educational practices and show the value of conducting research on developmental processes in early education.
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