This study aims to deepen the understanding of preschool teachers’ perceptions of free play and their role in supporting it. We will approach the variation of teachers’ different perceptions of the roles and strategies they use in free play, and how they define the concept of free play.

Play is a central part in preschool education and an important part of children’s lives. We have discovered that preschool teachers' take on different roles when children are offered free play. Therefore, we find it interesting to gain a deeper understanding of how preschool teachers' perceptions differ and what variation exists between the preschool teachers’ who participated in our study. 

The study is based on a phenomenographic approach, aiming to identify the variation of different perceptions and how they differ. The study was conducted using a qualitative web survey published in Facebook groups. The study resulted in 39 survey responses with a wide distribution across Sweden.

The results show that preschool teachers’ primarily define free play as child-initiated play where the children take the lead. The role of the preschool teachers’ in free play varies, with roles identified as observer, supporter and guider, co-player, provider of materials, and conflict manager. Strategies used to support the play, as indicated by the results, include encouraging play, asking curious questions, offering a stimulating environment, and sometimes taking an active role. It is also noted that some preschool teachers’ wait, observe, and only intervene when necessary to avoid disrupting the play. The study contributes knowledge and reflections on the concept of free play, the roles of preschool teachers, and how to support free play in various ways.