Rereading the EEA model proposed by Maninha, I rediscover one of her greatest contributions: offering a theory of human development as a relational, historical process open to novelty. The abbreviation phase, which she describes as a dialogical pattern where mother and infant operate with fluidity, automatic adjustments, and openness to novelty (Lyra, Dynamics and indeterminism in developmental and educational psychology. Praeger, 57–72, 2007), is far more than a stage of communicative development. It is, in my view, a key to understanding the emergence of the possible at any age, context, or relationship.