‘Like, I’m playing, but with this’. Materialization and affect in early childhood literacy

• Published in: Journal of early childhood literacy Vol. 24; no. 2; pp. 397 - 421
• Main Authors: Guzmán-Simón, Fernando, Pacheco-Costa, Alejandra
• Format: Journal Article
• Language: English
• Published: London, England SAGE Publications 01.06.2024; Sage Publications Ltd
• Subjects: Children; Computer & video games; Early childhood education; Early literacy; Learning environment; Literacy; Movement; Early childhood; memory; affect; bodily movement; sound; literacies; postqualitative
• ISSN: 1468-7984; 1741-2919
• DOI: 10.1177/14687984211068117

The more-than-human turn in early childhood education has highlighted the relevance of children’s intra-actions with their environment, as well as the multiple ways in which worlds and literacies emerge in them. The rejection of representationalism as the single source of knowledge leads to the consideration of affect, embodiment, memories, sound and movement as ways of knowing. The ways in which they manifest in a school context deserve close attention to the tiny details of literacy events. Our research presents a diffractive reading of an event in a school classroom, aiming to understand human and more-than-human intra-actions in this context, the re-configurations of time, space and matter, and the ways in which children articulate entanglements with texts and bodies. We focus on the intra-actions of a seven-year old child with a photo of his favourite videogame and the ways in which affect and memory emerge. The child’s sounds and movements, the researcher, the photo and the space become entangled to re-configure time, space and matter. Our analysis provides an insight into an event often occurring in schools. We offer some clues to understand it as part of the language and literacy practices of children, and pose the necessity of reconsidering the usual concept of literacy in school.