It is suggested that this way of working is ideal for children in regard to supporting their ability to take on potentially anxiety inducing issues and finding positive ways to deal with them. This paper also posits that this evolution of attribution in play, and the development of a strong internal locus of control were supported by a Playwork way of working by the practitioners in the play space. This exploration is discussed using real life observations and recordings on the play themes as they present in play frames and the general fortitude of the children involved. This qualitative practitioner paper explores the changing nature of play frames, correlated with the changing level of understanding and thus attribution of understanding of the children. This phenomenon has been particularly evident during the COVID-19 pandemic with children using this global event as a significant theme in play. Angus Gorrie, educational leader, Camp Hill Outside School Hours Care, Australia AbstractĮxternal attributions have a significant cause and effect on children and their play. The positive effect a Playwork way of working has on children, their play, and their internal locus of control during COVID-19 The staff´s play practice architecture is enabled primarily by funding from the council that employs language support staff and limited by parents who do not take up the school-age educare place offered. The conclusion is that staff´s practice is moving towards ‘play as interculturality’ as it becomes clear to them that the play-culture at school-age educare is something that is continuously renegotiated and not something that only the newly arrived children have to learn to be able to integrate. The staff talk about all children´s need to understand that which is ‘traditionally Swedish’ but also to learn to live in the ‘new’ Sweden. This happens when children play with those that do not share their mother tongue. This article focuses on the parts of the material where play is discussed. The results describe play as a means to increase participation, develop language skills, learn and follow rules. The material (two focus groups, one interview) has been transcribed, coded and themed. Play practices intertwined with schools’ practice architectures can be called play practice architectures (Kane, 2015). This paper focusses on how staff talk about their particular play practice architecture. Facilitating play is part of school-age educare practice. School-age educare staff´s practice is enabled and constrained by the schools’ practice architectures: the “cultural-discursive, material-economic and social-political arrangements” with which they are intertwined (Kemmis et al., 2014). The study explores how staff in one setting describe their “integrationsfritids” (integrative school-age educare). Some school-age educare settings in Sweden have many newly arrived children. Eva Kane, PhD, senior lecturer, Child and Youth studies, Stocholm University, Sweden Abstract Play as interculturality in the compensatory practice of school-age educate