Caring for infants is a significant cultural activity, yet the subjective nature of this work has received little attention in socioculturally informed infant pedagogies. This article presents an alternative way of conceptualising the subjective and affective nature of infant care, and critiques the 'downward' sociological focus applied by many who advocate sociocultural approaches. The argument is made that Vygotsky's theoretical concept of perezhivanie allows for the presence of subjective and affective phenomena in sociocultural pedagogies, and extends understanding of the role of adult emotion in infant caregiving. Capturing teachers' subjective affect, however, creates methodological difficulties. Challenges are discussed in light of others' studies investigating the impacts of internal phenomena in infant caregiving. The concept of 'absent' yet significant data is introduced and the validity of exploring 'silent phenomena' discussed. This article extends on discussion and issues raised in 'Perezhivanie: What have we missed about infant care?', published in Contemporary Issues in Early Childhood in 2014. (author abstract)