Human pointing is foundational to language acquisition and sociality. The current chapter explores the ontogenetic origins of the human pointing gesture in infancy. First, the authors define infant pointing in terms of function, cognition, motivation, and morphology. Then, the authors review current evidence for predictors of infant pointing on child and caregiver levels, because any predictors provide insights into the basic developmental factors. From this review, the authors introduce and discuss a number of pertinent accounts on the emergence of pointing: social shaping accounts (pointing-from- reaching; pointing-from-non-communicative pointing) and social cognition accounts (pointing-from-imitation; pointing-from-gaze-following). The authors end by presenting a synthesis, which holds that child-level cognitive factors, specifically directedness andsocial motivation, interact with caregiver-level social factors, specifically responsiveness and assisting actions relevant to infants’ directed activity. The interaction of these factors creates social goals and formats that scale up to pointing acts expressing triadic relations between infant, caregiver, and entities at a distance in the context of joint activity and experience.

This study examines the emergence of concurrent correlates of infant pointing frequency with the aim to contribute to its ontogenetic theories and provide a first step in developing targeted interventions to support infants' pointing and language development. We measured monthly from 8 to 12 months infants’ (N=56) index-finger pointing frequency along with several candidate correlates: (1) family socioeconomic status (SES, based on maternal education), (2) caregivers’ pointing production, and (3) infants’ point following to targets in front of and behind them. Results revealed that (1) infants increased their pointing frequency across age, but high-SES infants had a steeper increase, and a higher pointing frequency from the beginning than low-SES infants, (2) caregiver pointing frequency was not associated with infant pointing frequency at any age, (3) infants’ point following abilities to targets behind was positively associated with infant pointing at 12 months, after pointing had already emerged around 10 months. Findings suggest that family SES impacts infants’ pointing development more generally, not just through caregiver pointing. The association between pointing and point following to targets behind, but not in front, suggests that a higher level of referential understanding emerges after, perhaps through production of pointing.