Children have the right to develop their ability to act responsibly in school age educare. This right is due to both curriculum and the Convention on the Rights of the Child. But how is that done and how are the school age educare-staff enabling and limiting childrens possibilities? In this paper, the theoretical view is that School age educare-staff are constructing and reproducing discourses of children's responsibility in talking and actingin every-day practice. Their talk and actions articulate discourses and enables possibilities for children to develop responsibility.

This paper aims to explore the following questions: What discourses on children, school age educare and children's responsibility constructs in school age educare-staff's collegial talk and actions in every-day practice? How does these discourses contribute to opportunities and limitations for children to develop responsibility in school age educare-settings?

Results shows that the staff's speech constructs the educare-setting constructs in two different ways: a) the child in need of school age educare b) the society in need of school age educare. Within the former discourse, the child's opportunities for responsibility are limited to meet expectations of adults. These expectations include keeping track of one's things, engaging and finding someone to play with. The latter discourse, emphasize that responsibility is an inner ability developed through reflection. Responsibility enforced in this discourse is making informed and reflected choices based on the best interests of the child, the group and the family.