Early learning has increasingly been the focus of social policy and programmes with a proliferation of public, community and commercial entities entering the field of production. Understanding this phenomenon requires educational researchers to conceptualise early learning both within a globalised network of circulating commodities and within specific situated spaces of local sociocultural practice. This paper describes how a research project has drawn on geosemiotic and actor-network theories, and employed spatially sensitive methods, to investigate the resourcing of early learning in spaces new to most educational researchers. Focusing on the suburban field site "Midburb:" we analyse the ways in which discourses operate through/in place producing different entry points, pathways and access for parents, impacting on their opportunities for encountering early learning resources. (Contains 4 figures.)