While there has been extensive research exploring the quality of caregiver-child interactions in programmes for preschool children, comparatively less international research has explored the nature of caregiver-child interactions in centre-based infant-care programmes. Nine caregivers in six Singapore infant-care settings were observed and interviewed in this study to explore the qualitative nature of caregiver-child interactions and the caregivers' talk about the education and care of infants. Some of the caregivers expressed beliefs that infants learn through quality interactions. However, not all caregivers were observed to provide interactions, especially during routine care. Some caregivers held the view that their primary role was providing physical care rather than education. Such differences in views and practices could have been influenced by the cultural backgrounds of individual caregivers. Implications for professional development of infant caregivers are discussed. (author abstract)