The research presented in this paper questions the place and the role of objects in the playground, focusing on items brought in by children, whether they are toys or not, playthings or not, permitted or not. The objective is to understand their role in the children’s relationships by analyzing their different uses: playful activities, exchanges, discussions or displays. What do these practices tell about the relationships, the material and playful culture, but also the organization of the school space, recess, its games and rules, both tacit and official? Our hypothesis is that objects, the material culture of children, constitute a medium for the construction of relationships that go far beyond play. Our main questions are therefore: What objects are brought into the playground by the children? What are the practices developed by the children from or around these objects? What is the influence of the school context? For this, three Parisian elementary schools (children aged 6 to 11, focused on 7 to 10) with contrasting populations of social backgrounds were selected. In each school, interviews were conducted with the supervisors of the recess, observations were made during recess of school time and lunch time and group interviews of children were organized.