Gestures are the first semiotic mediators that allow children to share meaning with others, control their behavior, and make sense of the world around them. Despite their relevance for the understanding of intentional communication, questions remain about gestures’ origins and their different functions during early interactions, especially in everyday contexts. This chapter attempts to address these questions from the Pragmatics of the Object approach, defining gestures by their social functions (what children use them for in everyday situations) and focusing on the child’s early interactions with others and objects. These issues will be illustrated in the everyday activities of early-years-schools through paradigmatical observations of how children begin to communicate in the infant classroom and how teachers scaffold these first attempts. Introducing the Pragmatics of the Object approach, this chapter begins by exploring how objects contribute to the understanding of children’s early gestures, outlining their three main roles in initial communicative acts: as first referents, first signs (ostensive gestures), and as elements that modulate context. It then provides an overview of early gesture development in the literature, describing gesture types and functions, proposing a semiotic sequence for their developmental trajectory, and presenting a pragmatic framework for their analysis. The second section focuses on the role of adults in gesture development, linking adult actions to the emergence of children’s first gestures. The chapter emphasizes the idea that gestures emerge progressively through meaningful, shared activities, illustrated through an analysis of teachers’ educational engagement with children’s early communicative productions.