The study examines students perspectives and experiences of free play at the school age educare. Our purpose is to shed light on how students at the school age educare experience free play, and to get their view of play, we try to answer the questions: What do the students mean by free play at the school age educare and how is it experienced? Are the students descriptions of their free play in the school age educare similar to the descriptions of free play that dominates research and literature?

We conducted interviews with students and through them explored the students view of free play and its importance for their well-being and development. The results indicate that the students see free play as an important and a positive part of after-school activities and they appreciate the opportunity to control and decide their own playtime. Play appears as a place for social interaction, creativity and learning. The analysis of the results was done with the help of different play theories, both where play is emphasized as an instrument for learning and theories where play is seen as an end in itself. We identify challenges and barriers to free play, including limited time and resources. The study emphasizes the importance of understanding and promoting free play as an integral part of the after-school environment to support pupils' well-being and development in a holistic way.