Research has identified gestural communication in young children as a precursor of language development. Before talking, infants use gestures, especially pointing gestures to communicate with others. Early, recurring interactions are assumed to play an important role in learning how different, communicative means are used. However, research showing the strong relation between gesture and language development have barely considered language-delayed children.In this work, the findings from research on gesture and spoken language development and on the role of recurring interactions and familiarity are linked. To this end, 29 children between 12 and 16 months of age and a caregiver were longitudinally observed within semi-naturalistic, recurring situations, and their multimodal communication was analyzed. The language development of the children was also assessed at later ages (18, 21, and 24 months of age). For the analyses of the multimodal communication, the familiarity with the situation and the objects presented in this situation was considered. Also, based on the language developmental status at 24 months, the multimodal communication of the children with a typical language development and of the language-delayed children was compared. Results show that children with different language developmental trajectories rather differ in how they use pointing gestures together with verbal means than in the number of total pointing gestures. Further, regarding the familiarity with the objects, all children used more pointing towards new (i. e. less familiar) objects. The results are discussed with respect to different theoretical assumptions.