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The European qualifications and training of personnel in after-school programs for young school children vary (EFILWC 2006). Iceland mandates no specific requirements other than having some experience with children and having no criminal record. The main aim of this article is to understand how recreation personnel perceive their professional identity and location in the educational sector. Qualitative data from two after-school centres was analysed using the model of social ecology of identitydoi:10.5324/barn.v33i3.3502 fatcat:n7kr22f2hvfu3aaplt2m2a6ueu