Aim. Building the agency of the youngest students is currently an important goal of education. However, research reveals significant limitations in this area. The study pre-sented in the text attempts to identify the mechanisms, created by a teacher in the second grade, for developing children’s agency. The subject of the research was the teacher’s ac-ions in terms of ways of interacting with students, lesson organization, and the quality of tasks proposed to students. Methods and materials. The research was ethnographic in nature and was conducted n a natural, everyday classroom environment. During the observation, I sat at the back of the classroom and did not participate in the lessons. The data collection method was participatory and overt ethnographic observation. Results and conclusion. The presented research analyses show that the teacher’s actions orm a coherent system that allows students to develop independence. This is reflected in everyday, small interactions with children, which create a mechanism for building agency. What seems important in this class is the community in which the teacher is “with” the children, not “above” them. This takes the interaction to another level. It gives students self-esteem, building confidence in the meanings of their own choices. However, the teacher’s main belief, as reflected in her practices, can be described as a deep respect for the child.