This article discusses the topic of early identification and intervention to accelerate learning for young children. It presents the author's reflections on issues and school psychology's role in early care childhood care and education. It focuses on four central themes or issues which require resolution about early childhood care and education and school psychology: (1) systems integration and funding for universal early care, education, and services; (2) developmentally appropriate practices, school readiness, and response to intervention; (3) sensible measurement to document program impact and child progress and outcomes; and (4) questions about the role and benefits of school psychology for early care and education.