The present chapter discusses children’s multilingual landscapes and language practices in social interaction and in their play. It presents studies on children of various ages, specifically focusing on how children with multilingual linguistic potentials and various kinds of language proficiency encounter a variety of social settings where multilingual or monolingual discursive practices are used. It discusses main theoretical perspectives on multilingualism, children’s learning and play, and introduces a bottom-up conceptualization of children’s multilingual landscapes. Research highlights how children, in their peer interactions, can use various language ideologies and resources. Children exploit the multilingual character and varieties of languages available in the social context and engage in translanguaging. The chapter reviews research on children’s multilingual peer play, language creativity and metalinguistic awareness. Further, it discusses how children co-create language norms and social order in multilingual peer groups, and how linguistic assets within multilingual families and in multilingual educational environments are invoked and exploited.