Although readiness is often posed as the answer in early childhood education, there is typically confusion about exactly what question this complex term responds to. In this article, I explore common uses of the term readiness, examine their theoretical and empirical problems, and suggest a more synthetic conception that merges attention to the child, the school, and the community. I argue that readiness is an ethical responsibility we have to children that encompasses coordinated systems of early care and education and receptive schools that are developmental, inclusive, and accountable to all.