This chapter describes the Swedish school-age educare from a cultural and  historical perspective to give the reader an informative picture of how  Swedish school-age educare is organised and put into practice followed by  critical reflections. This is done by describing purposes, origins, policies,  and impacts (methods) of extended education performed both in the school-age  educare centres as a part of the public educational system and in  recreational activities provided outside the educational system run as  community-programmes. Schools and school-age educare centres are integrated  and can be managed as public or independent schools. The independent schools  could be owned and run by parents, private companies or organisations, but  both public and independent schools are financed by taxes. School-age educare  centres are chosen, both by politicians and parents, as the most preferred  provision for children aged 6-12 years which means that governmental  resources, political discussions, and research are directed toward this way  of organising extended education.