The purpose of this study is to explore the playfulness of the teachers of infants and its relations to infants' emotional distress during the transitional time at a child care centre. The study used a qualitative case study. Two infant caregivers in a university-based child care centre participated in this study. For the three-month research period, observations, interviews, ongoing conversations, email exchanges and field notes were used as data sources. The findings revealed that the infant caregivers' playfulness appeared in a wide range of verbal and non-verbal behaviours, gestures and expressions. Also, the caregivers' playfulness helped to alleviate infants' emotional distress and made smooth transitions to new experiences. The study suggests playfulness is a constructive way for infants to build up the relationship between infants and teachers. (Contains 2 notes.)