Initiatives such as the No Child Left Behind Act of 2001 (NCLB) reflect America's recent emphasis on literacy and educational accountability. Policymakers have a heightened interest in educating children earlier and fostering brain growth, in part due to the increased awareness of research on brain development and the importance of the early years on learning. As a result, teachers and families often feel pressured to help children be ready for school, but may not be clear on what to do or how to do it. This article assists families, teachers, and community partners by explaining the connections between purposeful play--including interactions, relationships, and learning during early childhood years--and school readiness. (Contains 2 resources and 1 online resource.)