Civic education for our youngest citizens faces two challenges if we want to imagine new possibilities. First, the field of social studies uses frames of analyzing citizenship education based on studies of older students. Second, predetermined adult ideas (and ideals) of what it means to act civically dominate our conceptions of civic education for young children. Drawing on data from a yearlong multivocal video-cued ethnography, this article argues that social studies needs to focus on the everyday, embodied ways that young children act civically. Using a vignette from a typical day, this article illustrates how young children's everyday relationships and interactions highlight a different vision of being civic--a more caring and relational idea of the common good. When we recognize young children's construction of a common good in their smaller, yet no less important, civic spaces of school, we can expand our notions of civic education.