As emerging literature reflects, "praxis" is an important and useful concept for thinking about the many aspects of early childhood education (ECE) and early childhood research. In this article, I seek to contribute to discussions about praxis in ECE as a valuable concept for meeting the ethical challenges that arise in participatory research involving both infants and educators. I argue that research with infants necessitates particular ethical and transformational thinking and action. Research with infants and early childhood educators adds further complexity, and requires a balancing of ethical considerations for all those involved in the research. Using the theory of practice architectures as both a conceptual and analytical framework, I reflect on how particular cultural-discursive, material-economic, and social-political arrangements shaped (and were shaped by) my research practices while undertaking my doctoral study. I discuss how the practice architectures that prefigured the project enabled opportunities for praxis, and propose theoretical and practical implications.