In this article we offer an ontological theorization of care. The article interrogates the self-evident quality of everyday meanings for "care" that might be generated from psychological or biological discourses; we aim to question the way that "care" is applied in a technical or an emotional sense within the field of early childhood education. The article works towards offering a new theorization that does not treat the meaning of "care" as self-evident. If "care" is a way of addressing concern for ourselves as human beings, we think that deepening the theoretical parameters of this concept will add to how we understand the complexity of gender and race relations. By articulating Heidegger's use of "care" and comparing it to Irigaray's critique of Heidegger's work on this concept, we hope to enable professionals and families to view conceptions of "care" outside the familiar definitions applied in everyday discourse. The article treats early childhood education professional practice as an instance of how both gender and race delimit the way in which human relationships can be understood.