Which communicative function typically emerges first in a child's early intentional communication?

The emergence of communicative functions in early intentional communication typically follows a developmental progression, and requesting tends to be one of the earliest forms of communication that children engage in. While protesting, which might involve expressing a refusal or discomfort, can also appear early, it is often embedded within the context of a child's need to obtain something.

Requesting represents a child's proactive effort to elicit a response from an adult or caregiver, which is a fundamental aspect of their social interaction. This function highlights the child's understanding of the social world and their ability to communicate needs or desires effectively.

In contrast, commenting, greeting, and protesting might develop as children gain more skills in social interaction and specific contexts. Commenting usually comes after children can already make requests and establishes shared attention or interest, while greeting is social and often appears when children start to recognize familiar people. Protesting, although sometimes an early expression of dissatisfaction, is generally driven by a child's reaction to a situation rather than being a proactive communicative attempt.

Thus, requesting is commonly regarded as a significant early communicative function that reflects a child's desire to interact purposefully with their environment and the people around them.