ABSTRACT
Being alongside children while observing them playing wildly can be emotionally challenging, particularly when teachers interact affectively with the children. Through reflective interpretation of an event involving children of diverse ethnicities and their educators in a New Zealand preschool, this chapter introduces three related metaphorical concepts: vitality affect, holding and interpersonal field. These concepts highlight the emotional energy felt in play. The focus on vitality affects and interpersonal fields avoids an overly individualist observer focus. Holding is a fundamentally relational concept; it is the intimate trust that accompanies feeling securely held by another person. Spaces in-between people come into focus when observing and interacting with children as interconnected beings. Just as observations implicitly include observing teachers, play can also include teachers in interpersonal fields supporting interconnectedness. Concepts of vitality affects, interpersonal fields and holding as tools offer ways into role-play for teachers observing, reflecting and participating with children in their play.
