Objectives The purpose of this study is to conduct an inquiry into the meanings of baby sign uses by one-year-old infants for communication purposes in D Daycare Center, J City, Jeollabuk Province. Methods The study reviewed previous studies and related literature, collected observational data about the use of baby signs by one-year-old infants, and analyzed them according to the qualitative content method of Lincoln and Guba(1985). In addition, an ethnographic research method was adopted for the in-depth analysis and understanding of the meanings of baby signs. Results The study found the following meanings in the use of baby signs by one-year-old infants: first, baby signs facilitate the development of vocabulary in infancy; second, baby signs promote the formation of infant-teacher attachment; third, baby signs verify the meaning of interaction with infants; fourth, the frequency and type of baby signs depend on infant-teacher interaction experiences; finally, baby signs are essential to the cognitive development of infants. Conclusions The findings of the study may serve as useful basic data to help one-year-old infants communicate with others effectively and improve the communicative competence of parents and teachers interacting with infants.