The aim with this research is to get an idea ​​how younger preschool children embrace literacy in spontaneous activities, started by themselves or together with other people. We want to pay attention to and delimit the literacy events and investigate, interpret and understand what happens in the interaction between the children and between children and the material in the preschool environment. In addition to get an understanding how the children interact with the material in the physical environment and what strategies they use in the encounter with literacy. We hade to observe the children closely, in order to achieve that we conducted, an ethnographically inspired study, we can interact and observe children for a longer period. That helped to give us the opportunity to get closer to the children and we were regarded as a natural part of the group. Based on the observations, we saw that the children are exploring literacy with the material, which includes pens, papers and books. The specific material captured the children's curiosity and it contributed to that they started "test-writing" and "test-reading", both on their own but also with others. Although the children in some situations wanted to explore the material themselves, at the same time they wanted to be close to the group. Based on Karen Barad's theory of realistic realism, we saw that the environment and the material interact with the children. We can note that the children conquer literacy, literally in social interactions but in order to conquer literacy, the material's availability is crucial.