In early childhood classrooms, increased pressures to prioritize literacy acquisition skills have shifted learning environments from more open-ended and exploratory to regulatory in nature particularly in the field of literacy. Despite that research suggests the important role of exploratory and agentic literacy practices, the field is experiencing an ever greater resurgence on reading acquisition skills at all costs. In this research, the ethic of care framework (Noddings, 1988) is explored alongside understandings of agency during a year-long study of literacy interactions in a second grade classroom. Specifically, this research explores how incorporating discussions of agency are vital when planning for literacy instruction that embodies an ethic of care, especially in today’s highly charged early childhood landscape. Using sociocultural understandings of agency, students and their teacher engaged in discourse rooted in embodied knowledge to carve spaces for agency in their classroom. Analysis focused on the interplay between agency and an ethic of care. This study underlines the complexity of student agency in literacy practices, the considerations in which spaces for agency can occur, and proposes a conceptualization of an ethic of care alongside of agency that can work to support young learners. Findings highlight the role of care as a tangible framework to infuse the literacy curricula with agentic opportunities for young students. Implications for research and practice in early childhood settings are discussed.

在幼儿课堂中，优先考虑读写能力的压力越来越大，这使得学习环境从更加开放和探索性转变为本质上的监管，尤其是在读写能力领域。尽管该研究表明探索性和主动性识字实践的重要作用，但该领域正在不惜一切代价在阅读习得技能方面取得更大的复兴。在这项研究中，在为期一年的二年级课堂扫盲互动研究中，探讨了护理伦理框架（Noddings，1988 年）以及对能动性的理解。具体而言，本研究探讨了在规划体现关怀伦理的扫盲教学时，尤其是在当今充满活力的幼儿教育环境中，纳入对能动性的讨论是多么重要。利用对能动性的社会文化理解，学生和他们的老师参与植根于具身知识的讨论，从而在课堂上为能动性开辟空间。分析侧重于机构与护理伦理之间的相互作用。本研究强调了学生能动性在扫盲实践中的复杂性、能产生能动性空间的考虑因素，并提出了一种关怀伦理的概念化，以及可以支持年轻学习者的能动性。调查结果强调了护理作为一个有形框架的作用，可以为扫盲课程注入年轻学生的代理机会。讨论了对幼儿期研究和实践的影响。分析侧重于机构与护理伦理之间的相互作用。本研究强调了学生能动性在扫盲实践中的复杂性、能产生能动性空间的考虑因素，并提出了一种关怀伦理的概念化，以及可以支持年轻学习者的能动性。调查结果强调了护理作为一个有形框架的作用，可以为扫盲课程注入年轻学生的代理机会。讨论了对幼儿期研究和实践的影响。分析侧重于机构与护理伦理之间的相互作用。本研究强调了学生能动性在扫盲实践中的复杂性、能产生能动性空间的考虑因素，并提出了一种关怀伦理的概念化，以及可以支持年轻学习者的能动性。调查结果强调了护理作为一个有形框架的作用，可以为扫盲课程注入年轻学生的代理机会。讨论了对幼儿期研究和实践的影响。调查结果强调了护理作为一个有形框架的作用，可以为扫盲课程注入年轻学生的代理机会。讨论了对幼儿期研究和实践的影响。调查结果强调了护理作为一个有形框架的作用，可以为扫盲课程注入年轻学生的代理机会。讨论了对幼儿期研究和实践的影响。