The aim of this study is to describe successful strategies to include children in free play activities at the preschool. The methods that pedagogues use to act and work with excluded children will be examined. To get answers to my questions I have conducted interviews with five pedagogues in four preschools. During interviews they mention two different approaches to encourage free play activity. One way was to participate and play along with the children. The other approach was to let the children play by themselves and only interact when there are disagreements between the children. During analysis of the assembled data I have used the sociocultural perspective developed by Vygotskij. In the study the pedagogues describe different ways to reduce the risk that children will be excluded. The study also includes suggestions and thoughts about why some children are excluded in free play and how they can be encouraged to participate in the activity. The pedagogues that were interviewed seemed to be very aware of the problem. I observed that they have high ambitions to include all children in free play activities. I raise the question about how they manage to fulfill the goal of including children when there are time constraints and many children with different needs in large groups. At the same time there are many other requirements that the pedagogues have to fulfill.