In this article we argue for the need to take the moral voices of children and youth seriously particularly in times of the Anthropocene. Drawing on theories in ethics by John Wall, moral development according to Mark B. Tappan, and education in line with the works by Vygotsky, we construct a conceptual framework where the notions 'narrative,' 'moral authorship' and 'free will' can open new creative understandings of human ethical competence; a competence based in a relational, contextual and societal-cultural understanding of human existence. The use of our framework is illustrated in interpretations of empirical research with children demonstrating concerns of theirs in relation to climate change. The article concludes with reflections on the kind of education that can be inspired by this framework and the taking of children's voices seriously, as well as pointing to challenges also to the grown-up world.