Among the recent approaches to literacy incorporated into Literacy Studies, the concept of (im)materiality has enabled researchers to delve into the fluid and hybrid nature of contemporary literacy practices in early childhood. Our research explores the (im)materiality of literacy practices from the perspectives of space, screen mediation, artefacts and embodiment. The research focuses on the (im)material nature of the literacy practices carried out in different spaces, and its relevance in the making of meaning by children. The research method is based on an ethnographic approach. The results show the children’s embodiment of their literacy practices, and the way in which they create and interact with space and make meaning from their (im)material practices. These practices raise questions about their inclusion in current literacy development in schools.

在最近纳入识字研究的扫盲方法中，（im）重要性概念使研究人员能够深入研究幼儿期当代扫盲实践的流动性和混合性。我们的研究从空间，屏幕调解，手工艺品和体现的角度探讨了扫盲实践的（非）实质性。该研究关注于在不同空间中进行的扫盲实践的（非）物质性质，以及其与儿童创造意义的相关性。该研究方法基于人种学方法。结果显示了孩子们对他们的识字实践的体现，以及他们创造和与空间互动以及从（非）物质实践中获得意义的方式。