Early childhood literacy is pervaded by dominant discourses telling children both what to say, how to say it, and what is worthy of adults' attention. These discourses are affected by the need to constantly see language through solely representational accounts, and children as still progressing, developing and becoming literate while excluding the strong presence of more-than-humans and the diverse ways of being child. However, the field of posthuman studies has introduced other perspectives on literacy that are neither solely exclusive to humans nor solely representational or intentional. They trouble the dominant frames of literacy that can serve to diminish children, especially those from minority groups. Building on this framework, we propose to address how otherwise literacies are created among children and objects, such as toys. Our data come from a current research project being developed in a school in Seville (Spain). The children in our research are 4 to 5 years old and come from different socio-cultural backgrounds. In our research, our data are written as a vignette which describes different affective encounters in a classroom. These encounters are part of an action that required children to bring from home a treasure box with cherished elements inside. We diffract these data through theories of affect to consider what otherwise synergies emerge between children and toys and what we can learn about literacy through them. We claim that the toys you sleep with bring otherwise (political) ways of being and becoming through literacies embedded in more-than-wor(l)ds. They recall how literacy practices involve objects that affect (with) us in unpredictable and not easy to describe ways, but that are essential to consider more justice-oriented practices.

中文翻译：

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“和你一起睡觉的玩具”：拥抱幼儿世界中的其他读写能力

幼儿识字过程中充斥着主流话语，告诉孩子该说什么、如何说以及什么值得成年人注意。这些话语受到需要不断地仅通过代表性的叙述来看待语言的需要的影响，而儿童仍然在进步、发展和识字，同时排除了超越人类的强烈存在和儿童的多样化方式。然而，后人类研究领域引入了其他关于识字的观点，这些观点不仅是人类独有的，也不仅仅是代表性或有意的。它们扰乱了主流的识字框架，而这种框架可能会削弱儿童，尤其是少数群体儿童的能力。在此框架的基础上，我们建议解决如何在儿童和玩具等物品中培养读写能力。我们的数据来自塞维利亚（西班牙）一所学校当前正在开发的一个研究项目。我们研究的儿童年龄为 4 至 5 岁，来自不同的社会文化背景。在我们的研究中，我们的数据被写成一个小插图，描述课堂上不同的情感遭遇。这些遭遇是一项行动的一部分，该行动要求孩子们从家里带一个装有珍贵元素的宝箱。我们通过情感理论对这些数据进行衍射，以考虑儿童和玩具之间会出现哪些协同作用，以及我们可以通过它们了解哪些识字知识。我们声称，你睡觉时所用的玩具通过嵌入超越世界的读写能力带来了其他（政治）存在和成为的方式。他们回忆起识字实践如何涉及以不可预测且不易描述的方式影响我们的物体，但这对于考虑更多以正义为导向的实践至关重要。