{"id":10094,"date":"2025-11-29T19:30:26","date_gmt":"2025-11-29T18:30:26","guid":{"rendered":"https:\/\/divi5.janert.info\/?p=10094"},"modified":"2026-10-17T13:41:29","modified_gmt":"2026-10-17T11:41:29","slug":"what-learning-and-speaking-have-to-do-with-the-hands","status":"publish","type":"post","link":"https:\/\/janert.info\/en\/was-lernen-und-sprechen-mit-den-haenden-zu-tun-hat\/","title":{"rendered":"What learning and speaking have to do with the hands"},"content":{"rendered":"

When we think of language and learning, we usually imagine a speaking child and the brain as the center of development. But this view falls short. In fact, the origin of human intelligence is not isolated in the head, but begins with the development of the hand: since the beginning of mankind, the targeted use of the hands has shaped the brain - every movement, every grip and every touch lays the foundation for language, thinking and creativity.<\/p>\n

 <\/p>\n

The origin of human intelligence does not lie in the brain, but in the use of the hand<\/strong><\/p>\n

Our hands are not just tools - they are an engine of human development. Long before there were words, unplanned actions and purposeful actions shaped thought, created connections in the brain and opened up new ways of relating to the world. In evolution, the human brain did not grow in isolation, but in interaction with the hand.<\/p>\n

The resulting increase in tool use required cooperation and communication to share knowledge, significantly expanding brain structures for planning, language and complex thinking. In the course of human evolution, this gave rise to two sophisticated strategies for solving complex problems and actively shaping the environment that are unique to humans.<\/p>\n

1. tool use: many different tools for countless purposes and functions.<\/strong> Menschen k\u00f6nnen viele verschiedene Werkzeuge entwerfen, herstellen und benutzen, - vom Hammer \u00fcber den Hebel bis hin zu komplexen Schneidewerkzeugen oder modernen technischen Ger\u00e4ten und Maschinen. Durch die Vielfalt an Werkzeugen und ihre flexible Nutzung kann der Mensch unz\u00e4hlige Aufgaben bew\u00e4ltigen und Probleme kreativ l\u00f6sen.<\/span><\/p>\n

<\/span><\/p>\n

2. language: many different ways of communicating, not just verbally.\u00a0<\/strong>Language is so much more than just spoken words. It encompasses a variety of forms of communication based on emotional and formal systems of abstract codes and symbols, including a universal non-verbal body language of facial expressions, gestures and gestures. Human language requires cooperative relationships, the exchange of information and the sharing of cultural contexts through a common \u201eencoding and decoding scheme\u201c, i.e. the ability to understand and convey meaning.<\/p>\n

Today, however, the origin of human intelligence and language in the skilled use of hands has been largely forgotten. Modern childhood education and school systems give hands far less space than would be necessary for healthy cognitive, social and emotional development for learning, relationship building and language, especially to effectively support children with developmental delays or learning disabilities.<\/p>\n

 <\/p>\n

Manual intelligence: from doing to thinking and acting <\/strong><\/p>\n

These two strategies are also reflected in children's development: because linguistic understanding is always preceded by a primary, non-verbal understanding. This develops before and independently of language, as Geoffrey Waldon observed, fed by diverse physical experiences, sensorimotor explorations and direct contact with the environment. Only when a child has mastered these mental \u201etools\u201c of non-verbal understanding by exploring their world can they understand and use the tools of verbal language in a meaningful way.<\/p>\n

The targeted use of the hands, i.e. grasping, exploring, manipulating and shaping things, is not an incidental motor milestone, but a central force that makes thinking possible and made it possible in the first place. The \u201eclever hands\u201c, or manual intelligence, are directly linked to cognitive and linguistic development. Language is therefore not a purely linguistic phenomenon, but a result of the interplay between movement and active experiences in conjunction with the perception of patterns, relationships and understanding of symbols.<\/p>\n

This early, non-verbal understanding is inextricably linked to the physical and sensory foundations of development. Before children can use language or complex tools, they must learn to control their bodies in a targeted manner, coordinate movements and process sensory impressions.<\/p>\n

When development needs more support: <\/strong>Genau hier zeigen sich bei vielen Kindern mit besonderen Bed\u00fcrfnissen, Autismus oder autistisch-\u00e4hnlichen Verhaltensweisen, h\u00e4ufig erste Unterschiede in sensorischer Regulation, K\u00f6rperwahrnehmung und motorischer Planung, - prim\u00e4re Herausforderungen, die das Fundament, auf dem alle sp\u00e4teren kognitiven, sprachlichen und sozialen F\u00e4higkeiten aufbauen, schwerwiegend beeintr\u00e4chtigen k\u00f6nnen.<\/span><\/p>\n

\u00a0<\/strong><\/p>\n

The hand: the brain's first teacher<\/strong><\/p>\n

Der Mensch besteht aus einem K\u00f6rper, einem Kopf und 4 Gliedma\u00dfen. Unsere Beine erm\u00f6glichen uns die Fortbewegung und tragen uns wie ein zuverl\u00e4ssiges Transportmittel durch die Welt, - sie sind fast wie unser Pferd, das uns \u00fcberall hinbringen kann. Dar\u00fcber reitet sozusagen unser menschlicher Teil: unser K\u00f6rper mit Herz und Kopf mit vielen unserer Sinne, und unsere H\u00e4nde, die sich am Ende einer komplexen biologischen Art von Kran aus Schulter, Oberarm, Ellbogen, Unterarm und Handgelenk befinden. Damit stellt die Hand das letzte Glied eines biologischen Aufrichters dar, der unsere Hand pr\u00e4zise im Raum platzieren, stabilisieren und dorthin bewegen kann, wo wir sie haben wollen, damit sie tut, was wir von ihr erwarten, wie Nehmen, Halten, Heben, Drehen, Ziehen und feinste Justierungen, oft unbewusst und hochkoordiniert.<\/p>\n

Our hands can and do so much for us: touch, grasp, feel, hold, manipulate, stroke, but also push, pull, caress, scoop and carry. They can wave, point and make gestures or signs. We use our hands to touch, feel and sense whether something is rough or smooth, hot or cold, sharp or dull. We hold a child's hand when we cross the street. We caress a loved one. Our hands play an important role in who we are and how we see ourselves.<\/p>\n

Evolutionsgeschichtlich war der aufrechte Gang auf zwei Beinen ein riesiger Wendepunkt: Er befreite die H\u00e4nde von ihrer Fortbewegungsfunktion und \u00f6ffnete den Weg zu Werkzeuggebrauch, Gestik und komplexer Interaktion mit der Umwelt und Kommunikation mit anderen Menschen. In unserem Gro\u00dfhirn ist ein \u00fcberproportional gro\u00dfer Bereich f\u00fcr die Steuerung und Wahrnehmung der H\u00e4nde reserviert. Zusammen mit dem Mund besitzen die H\u00e4nde, und vor allem die Fingerspitzen, die h\u00f6chste Dichte an Rezeptoren, - kein anderer K\u00f6rperteil liefert so viele pr\u00e4zise Sinnesinformationen.<\/p>\n

When development needs more support: <\/strong>Some children are constantly on their feet and on the move, running around tirelessly and hardly ever get to do anything with their hands. It is crucial for their development to direct their attention to their hands. Grasping and active activity open up new ways of learning. These children therefore need targeted support to shift their kinetic energy from their legs to their heads and into doing things with their hands in order to pave the way for concentration, language and thinking.<\/span><\/p>\n

 <\/p>\n

Range and spatial awareness\u00a0<\/strong><\/p>\n

We can also extend our hand beyond its normal reach by stretching our shoulder and arm forward, or reach forward to grasp something that is beyond our reach close to our body, or we can lean back to reach far behind us. There are occasions when we need to bring our hand behind our head, for example when we brush our hair, or bend down and bring our hands to our foot to put on or take off our shoes.<\/p>\n

\u00a0<\/strong><\/p>\n

The hand as a universal tool<\/strong><\/p>\n

In fact, the human hand itself is the most amazing tool, precisely because it is so unspecialized and that is why we can use it in so many ways for an infinite variety of complex tasks. With its opposable thumb, a hand can pick up large and small objects and handle heavy or complicated tools. Our hands can perform gross power work, such as chopping wood, carrying heavy loads, digging with a shovel, swinging an axe, drilling through concrete with a jackhammer or smashing a railroad post with a sledgehammer, or performing microscopically precise movements, such as threading a thread into the eye of a needle, playing the violin or performing root canal treatment. This universality is possible because the hand is not specialized in one function, but can constantly acquire new skills through experience. The central principle is: Es gibt fast nichts, das eine Hand nicht lernen kann, - vorausgesetzt, sie bekommt die Gelegenheit, es ausgiebig zu \u00fcben.<\/strong><\/p>\n

 <\/p>\n

Talking with your hands<\/strong><\/p>\n

The development of the hand is so closely interwoven with the development of the brain that early in human history the targeted use of the hands led to conscious perception and differentiated thinking. Making or using tools required not only skill, but also cooperation and communication, initially by means of non-verbal gestural communication, which gradually developed into verbal symbolic language.<\/p>\n

Our hands are constantly switching between executive<\/strong> (to produce or change something), explorative<\/strong> (explore, feel) and expressive<\/strong> (gestural, artistic, communicative) activities. They not only shape our cognitive development, but also influence our feelings and relationships, language and creativity. When a child builds, sorts, shapes, strokes or paints signs, it not only trains motor skills and perception, but also the neural networks that are later crucial for language and symbolic thinking.<\/p>\n

 <\/p>\n

Learning to speak begins with non-verbal gestures<\/strong><\/p>\n

A child's language development does not begin with spoken words either, but with Gestures<\/strong> and hand signals. Pointing, waving, giving and taking are a child's first \u201esentences\u201c - non-verbal acts that lay the foundation for verbal communication. The hands are therefore the concrete precursor and at the same time the link between action and language. Just as we also use our hands to greet each other depending on our culture, e.g. by shaking hands, joining hands, touching fists, high-fives, etc. When we converse, our hands are an important part of who we are and what we say, and most people use their hands when speaking.<\/p>\n

 <\/p>\n

The hand speaks to the brain as the brain speaks to the hand<\/strong><\/p>\n

From an early age, it becomes clear how closely the development of language and motor skills are linked. When a child learns to grasp things purposefully, turn them, drop them or put them into each other, they also begin to grasp meanings: \u201eWhat happens when I do this?\u201c The child makes its first hypotheses about cause and effect and develops an understanding of categories, functions and differences, i.e. the basis for any later understanding of language.<\/p>\n

In this way, there is a mutual reinforcement between the sensorimotor experience, the targeted use of the hand and the development of language and thinking. This connection is confirmed by recent neuroscientific findings on the hand-brain connection: The use of the hands activates the same brain regions that are responsible for symbolic thinking, representation and language processing (Gallese & Lakoff, 2005; Pulverm\u00fcller, 2005; Rizzolatti & Sinigaglia, 2010). In addition, studies in developmental psychology show that motor experiences and early ability to act are closely linked to language acquisition (Iverson, 2010). It is therefore high time to overcome the idea that intelligence and learning begin with explanations or teaching words: Intelligence and learning, as well as verbal language, begin with relationship, movement, - and with the hands.<\/p>\n

Neuroscientifically, this connection is clearly evident in the fact that the hands and face together occupy large areas in the sensory-motor cortex, as both are key instruments for communication.\u00a0Hands and face together take up almost half of the available \u201ebrain map\u201c<\/strong> in the somatosensory and motor cortex.<\/p>\n

What that means:<\/strong><\/p>\n

    \n
  • Hands are not just tools, but highly sensitive antennas.<\/li>\n
  • Every movement and every touch trains huge neuronal networks.<\/li>\n
  • Activities with the hands act like \u201ebrain jogging\u201c, especially in early childhood.<\/li>\n<\/ul>\n

     <\/p>\n

    The importance of grasping for cognitive development<\/strong><\/p>\n

    Grasping is one of the first and most important skills a child learns. It forms the basis for more complex cognitive and motor skills and is crucial for the development of perception, fine motor skills and later learning, including learning to understand and speak. Through active grasping, the child not only learns to explore and understand its environment through sensory-motor experiences, but also begins to understand cause and effect, size and shape as well as space and time. These experiences form the basis for the development of more complex thought and action processes.<\/p>\n

    The human hand has an impressive biomechanical repertoire of movement and control, from the finest individual movements to powerful grasping. In addition, our hands are very sensitive to touch: they can perceive the smallest differences in surfaces and shapes, allowing us to explore the world in a differentiated way. Another human characteristic is the mobility of the shoulder and upper arm, which allows each hand to reach almost any point within an imaginary circle, the center of which is the movable shoulder. This mobility leads to a complex spatial representation of the arms and hands in the brain and thus promotes spatial thinking and coordination.<\/p>\n

    When development needs more support:\u00a0<\/strong>Some children are very sensitive to touch, and autistic children often use their hands primarily to touch and feel surface textures, which means they sometimes get stuck on their sensory interest: feeling and predictably, often rhythmically, feeling sensory aspects of their environment, such as a kind of stroking with skin, eyes or ears, and need our help to make new sensory-motor experiences with their hands, recognize patterns and learn to connect different elements with each other.<\/p>\n

    Dies ist ein kleiner Auszug aus meinem neuen Buch 'Mit autistischen Kindern lernen zu lernen: Vom Greifen zum Begreifen', das im Herbst 2026 ver\u00f6ffentlicht wird.<\/em><\/p>\n<\/div><\/div><\/div><\/div><\/div>\n<\/span>","protected":false},"excerpt":{"rendered":"","protected":false},"author":3,"featured_media":10100,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-10094","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-autistischen-kindern-bruecken-bauen"],"acf":[],"yoast_head":"\nWas Lernen und Sprechen mit den H\u00e4nden zu tun hat - Autistische Kinder<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/janert.info\/en\/what-learning-and-speaking-have-to-do-with-the-hands\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Was Lernen und Sprechen mit den H\u00e4nden zu tun hat - 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