Love is defined by Murdoch (1998) as a reflexive undertaking, a bridge between the infant and the teacher. As an integral part of the concept of attention, defined as a ‘just and loving gaze directed upon an individual reality’, Murdochian love is a space of interconnection and expansion. The Murdochian concept of love offers an opportunity for reconsidering wellbeing as an interdependent concept and enhancing conceptualisations of love for infant pedagogies. Set within the Aotearoa New Zealand context, this chapter examines the position of love established within Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa: Early Childhood Curriculum (Ministry of Education, 2017, hereafter Te Whāriki) as a starting point to expand the tensions within pedagogies of love. According to Te Whāriki, infants are learning that they are “worthy of love” (p. 13), which demands teachers promote this feeling within infant pedagogies with “warm, intimate interactions” (p. 30). Teaching is an active, interactive undertaking, reliant upon the thoughts, perceptions, and judgements that teachers make every day to adjust their pedagogical approaches and give their attention to infants. Murdoch’s concept of attention expands pedagogical possibilities for ‘warm and intimate interactions’ through the power of attention to inform loving pedagogy (Delaune, Attention and early childhood education. Doctoral Dissertation, University of Canterbury, School of Educational Studies and Leadership, 2020a; Delaune and Surtees, Wellbeing: Global policies and perspectives. Peter Lang Publishing, Inc, 2023).