Prospective teachers are often found to have difficulty focusing their attention on students in sustained and constructive ways. Instead, in what is sometimes understood as a developmental matter, beginners may seem highly concerned with their own feelings and needs. This article offers a contrary finding. It examines two cases of prospective teachers' provision of sustained, generative attention not to self, but to other--to the child. An enabling structure appears to be "Child Study." Drawing on Dewey and Benjamin, the "aesthetic impulse" is offered as an analytic construct useful in understanding how this pedagogical focus on the other may be elicited. (Contains 10 footnotes.)