ABSTRACT
The idea of leisure was given new meaning for adults as a consequence of the industrial revolution (see, e.g., Cross, 1990; deGrazia, 1962). The advent of compulsory education brought leisure into focus for children as well. There is considerable evidence that spontaneous play and games have been common to childhood for centuries and in most cultures (e.g., Aries, 1962; I.Opie & P.Opie, 1969), but the emergence of distinguishable and identifiable free time periods has resulted from the dedication of other periods of time to obligatory purposes, in particular to work and school. Changing social institutions and the resulting changes in expectations for time use are thus central elements in the evolution of after-school leisure activities for youth.
