The ratification of the UN Convention on the Rights of the Child, particularly Article 12 on children's right to participate in matters affecting them, provides a rationale for including the voices of young children when seeking to better understand their lives. Early childhood educators collaborate and converse with young children in their daily practice, learning with them as they enhance children's learning opportunities. This article explores opportunities and challenges in listening to young children's voices, in a manner that ensures they are heard, and feel heard. It contends that early childhood education and care [ECEC], with its unique pedagogy and methods, is well placed to access and activate young children's voices, and considers the factors contributing to the gap found between conceptualisations of children's voice and its practical realisation within ECEC.