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The aim of this paper is to analyse how pedagogues are designing for children’s play situations in schools. Based on design-based research and play design methods, the paper analyses three empirical examples using three theoretical concepts: play order, reflection in action and improvisation. A core argument of the paper is that the way in which pedagogues constantly observe, improvise and reflect on pedagogical practice is evident in how specific play designs are carried out. It is the capacity of professional pedagogues who understand play and children’s perspectives and who consciously think about what they do while doing it, acting in the situation based on a specific reflection. This paper contributes to design for play activities, which are being developed in conjunction with the field of development within design practices and design research.

Can I design for play? How pedagogues design for children’s play situations in school