<p>This article explores the role of educators-infant relationships during emotional transitions, from distress and urgency to calm. Drawing on Nussbaum’s theory that emotions are cognitive evaluation shaped by experiences, the research examines video examples of how infants invite educators through body language and emotional expressions to support the transition from heated distress to calm. The study identifies key moments in which infants’ emotional expressions serve as intelligent, cognitive assessments of their own wellbeing, revealing the intersubjective dynamic between infants and educators. These findings emphasise that educators play a crucial role as transformational objects who help facilitate these transitions. This highlights the importance of responsive and affective pedagogies in supporting the emotional wellbeing of infants and toddlers. By conceptualising emotional transitions as intersubjective events, this research contributes to a deeper understanding of the complexities of infant-educator relationships and the significance of emotional support in early childhood settings.</p>