From a child-centered perspective, this article explores the practices of children’s self-organized play-communities in institutional everyday life in Danish early childhood education and care (ECEC) settings, based on a phenomenological non-participant-observational study with a duration of 16 months involving two kindergartens (Bernstorff, 2021). Drawing on Bourdieu’s reflexive sociology and praxeology, children’s self-organized play-communities are analyzed as a social space, being a field for relations, fights, negotiations with specific admission requirements emerging as accepted values shared by the specific field. The analysis demonstrates that self-organized play-communities are a social space with its own practices of