In this article, I present the theoretical and empirical grounding for the SEED ("situated", culturally "embodied", "emergent", "distributed") model of early language development. A fundamental prerequisite to the emergence of language behavior/communication is a hands-on, active understanding of everyday events (, and ). At the heart of this understanding is the discovery that the self and others are alike. Interaction with caregivers, especially during assisted imitation, underlies these accomplishments (and). In these communicative settings, caregivers educate infants' attention (Gibson, 1979) by directing them to notice the dynamically-coupled relation between affordances (opportunities for action) in the environment and their own bodily abilities (effectivities) as they achieve some goal. The "situated", culturally "embodied", "emergent", and "distributed" nature of language behavior germinates and takes root during social interaction, unfolding and regenerating throughout the lifetime as the dynamically-coupled perceiving-and-acting of one person continuously informs that of the other (Zukow-Goldring, 2006). (Contains 8 figures.)