The theorisation of digital technologies for play-based settings has received a great deal of attention. However, less is known about how zoom modalities, which are increasingly becoming commonplace at work and in the home, have impacted on the play of children in Family Day Care. Whilst theoretical attention has been given to conceptualising multimodalities in centre programmes, Family Day Care is uniquely different. This paper takes up this challenge by studying Family Day Care educators, their leaders (n = 7) and the children (n = 38) from their respective FDC homes (digital data of 797.46 min). The results identify the pedagogical practice of "zoom play," which is a form of collective imaginings, a common narrative, and a crystallised affective imagining when digitally connected across a virtual landscape.