The schoolyard, an area that is used continuously during the day by teachers and students, becomes a natural area for students to form social relationships and activate themselves outside the classroom. The schoolyard's possibilities to create these relationships and activities is directly connected to how it is designed. This study deals with these possibilities and after-school educare teachers' perception of the schoolyard as a play area and the students' tendencies regarding the use of its various spaces. Previous research shows that varied spaces with directly intended purposes have an inspiring effect on students' play. The philosopher Henri Lefebvre writes about three dimensions of space, the materially perceived, the imagined, and the lived. The study uses these to form an idea of after-school teachers' and students' opportunities in the schoolyard. Semi-structured interviews with after-school educare teachers were carried out to find out their view of the schoolyard, taking into account the students' social relations, motor development and educational purpose. Also observations of the students' stay in the schoolyard were made to answer the study's research questions. The results show that after-school educare teachers want greater opportunities to use the schoolyard as a space for didactic work, with varying play spaces. It also shows that after-school educare teachers' approach has an important role in the students' social relations and motor development in the schoolyard. The discussion includes the spatial dimensions in relation to the students' social relationships and motor development in the schoolyard. In addition, it is discussed in relation to the schoolyard for educational purposes.