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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. 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 positive effect a Playwork way of working has on children, their play, and their internal locus of control during COVID-19 Angus Gorrie, educational leader, Camp Hill Outside School Hours Care, Australia AbstractĮxternal attributions have a significant cause and effect on children and their play. This phenomenon has been particularly evident during the COVID-19 pandemic with children using this global event as a significant theme in play. 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 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 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. 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.