Children's possibilities to act responsible at Swedish leisure time centers (LTC) are influenced by LTC-teachers discourses of responsibility. However, LTC:s are in a constant flux caused by societal changes e.g enlarging groups of children and decreasing rate of educated LTC-teachers. That results in increasing focus on control and regulations (Saar, Löfdahl & Hjalmarsson, 2012), making LTC a complex practice. Contextual changes is affecting collegial talks and teachers work integrated learning (Billett & Choy, 2013).

This study focuses on how LTC-teachers construct the concept of responsibility during collegial talks. A point of departure is that the LTC-staff are a learning community (Wood, 2016), imbued by collegial interactions and joint learning and therefore mutually participating in constructing possibilities for children's responsibility. Observations and interviews made at two LTC:s are analyzed with a discourse analytic approach (Fairclough, 1992), with the guiding questions: What boundaries and possibilities concerning responsibility are LTC-staff participating in constructing in the everyday practice? How are those boundaries and possibilities constructed and reconstructed? Results indicate a complexity in LTC-staffs interactional constructions of responsibility, including embedded possibilities and boundaries in organizing activities, positioning on the schoolyard and talking with colleagues. These embedded constructions constitutes prerequisites for children to act responsible.