If it is true that "new discoveries in neuroscience suggest that school readiness interventions might come too late if they start after the child is three years old", then the infant/toddler field must claim the concept of school readiness. The brain's foundation for all later learning is created in the first three years of life. As many researchers, practitioners, and policy makers have defined it, school readiness implies that by the time children enter kindergarten, they have achieved a level of development that makes it likely they will successfully adapt to the challenges of formal schooling. School readiness refers to "children possessing the skills, knowledge, and attitudes necessary for success in school and later learning in life". For infants and toddlers, school readiness means supporting and protecting the developing brain in such a way that the brain creates a strong physical foundation for learning. This well-constructed organ, the brain, has the foundation needed for lifelong learning. In infancy, foundations are set for later learning in each area of development--the language, motor, cognitive, and social-emotional domains. There are also skills that cross all domains. These are the ways people use their brains for learning throughout their lives, often called foundations of learning or approaches to learning. Effective, engaged learners are curious, focus attention, remember earlier experiences, gather information, solve problems, and persist even when they are frustrated by a difficult task. These skills, learned in infancy through relationships with responsive, invested adults, are the foundation for later skills and learning.