The topic of the master's thesis is the presentation of the spaces of childhood that are recognized in the reading material from the first to the fourth grade of elementary school. The goal is to systematically analyze how the spaces of childhood are presented in the readings read by students of primary education based on the postmodern theoretical analysis of space (Brkovic, Foucault, Grgas, Lipovac, Sakaja) elaborated by Brkovic and it's meaning and importance. The second part of the thesis presents a methodological analysis of the space of childhood in selected literary works, exemplified by examples of space from selected readings. In order to present the spaces of childhood and their importance in this thesis, 51 reading works were selected for analysis. This is how physical spaces such as school, school playground, class atmosphere, city, village, nature are depicted, and the center of everything is the family, both typical and atypical, which represents an emotional space of (in)security. The readings focus on the typical areas of childhood: the area of playing, fun, learning, friendship and the world that surrounds children. The characters depicted in the readings are people, animals and plants that are characterized by human traits. In some readings, unreal, but also desired, imaginary spaces are presented. By reading materials, students develop imagination and creativity, and the messages in the readings serve to prepare them for the world and the roles of adults, while not losing their childish side. Childhood spaces are important for the formation of the child and influence the child's development.