Children have the right to play and the right to be heard. Yet across early childhood education, these two fundamental principles are often discussed separately. This inaugural issue seeks to explore the powerful relationship between play and children's voice, agency, participation and lived experiences. We welcome contributions that consider how play enables children to express themselves, make choices, develop relationships and influence the worlds around them. We are equally interested in papers that critically examine the barriers that limit children's voice through increasing accountability, curriculum pressures, assessment practices or changing policy landscapes. We invite submissions that challenge thinking, celebrate practice and contribute new knowledge to the field.