The aim of this study is to gain knowledge of how School-Age EduCare (SAEC) staff in andthrough collegial conversations construe a child/children. Collegial conversations with two SAECstaff teams were analyzed using the theoretical concepts from the fields of discourse analysis andsystemic functional grammar. The results show that children were repeatedly construed as a groupsubject by the staff and more rarely as individual subjects. The SAEC staff construed the children asgroup subjects in four different ways: as general groups, as pre-determined groups, as quantity-relatedgroups, and as behavior-related groups. The children who were construed as individual subjectswere mainly the ones who diverged from the group, often in negative ways.