Torres Begines, ConcepciónReyes de las Casas, SabinaPacheco Costa, Alejandra2025-05-192025-05-192025Torres Begines, C., Reyes de las Casas, S. y Pacheco Costa, A. (2025). Playgrounds as literacy spaces in early childhood education: a more-than-human cartography. Childrens Geographis, 1-15. https://doi.org/10.1080/14733285.2025.2479679.1473-3277 (electrónico)1473-3285 (impreso)https://hdl.handle.net/11441/172961Current conceptualisations of literacy as the expanded ways in which children intra-act with other human and non-human agents have pointed to the possibilities of attending to the role of spaces, bodies and affects in the understanding of the multiple and unexpected ways in which children make meaning and create worlds. Within this frame, we consider an event in a playground designed as a moment/space for playing and delve into the emergent intra-actions of the more-than-human agents. Our methodology aims to avoid the researcher/researched divide and proposes a cartography rooted in the authors’ diffractive readings of the event, mixing image and text. This construction of data enables a multilayered analysis of the event, focused on the adult/child divide, the more-thanhuman agencies, and the multiple ways in which literacies emerge in the unruly edges of play. As a result, we trouble adult conceptualisations of childhood, play and literacy, and propose the new materialist reading of playgrounds as literacy both in and outside educational institutionsapplication/pdf16 p.engAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/LiteracyEarly childhood educationMore-thanhumanNeo-materialismAgencyinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/openAccesshttps://doi.org/10.1080/14733285.2025.2479679