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This chapter explores the notion that paying regular, systematic attention to children's voices in unstructured, open-ended contexts, such as that offered by forest school, may support genuine child-centred practice. It suggests ways in which such practices may be developed even within structured institutional contexts, such as mainstream school. It notes the tendency of the outcome focused dominant model of education to silence children's voices and explores alternative child-centred approaches to education (such as Reggio Emilia), drawing upon the author's experiences both as a teacher and facilitator of a child-led forest school programme. It explores both forest school research and pedagogical practice that amplifies children's voices. Ultimately, it suggests that the practical application of forest school approaches could spread respectful listening practices beyond education and into other childhood disciplines.