The purpose of this paper is to examine the “Vitality affect”, which supports the physicality of nursery teachers，and to obtain clues for developing the physicality of nursery teachers.
Education to nurture children’s minds, which Kujiraoka emphasizes, consists of both “nursing”and “educational” functions of nursery teachers. It is developed based on inter-subjective and mutual subjective relationships, which serve as a basis of bodily engagement (communication) between nursery teachers and children.
In terms of nursing practice, it was recognized that phenomena such as synchronization, affect attunement, narikomi (through yourself into the child), and bodily expression occur in the relationships between nursery teachers and children, and the involvement of the “vitality affect”, which causes these phenomena, was emphasized.
Therefore, it is suggested that it is necessary to pay attention to “vitality affect” as a clue for developing the physicality of nursery teachers.
