Children develop within a context, and the nature or dynamics of a child's context can change the trajectory of their development. According to Bronfenbrenner (1979), children are affected and are impacted by individuals within various systems or environments. One of Bronfenbrenner's ecological systems is the microsystem, in which children directly interact with pertinent individuals such as children's teachers or parents. However, the quality or nature of the relationship within the microsystem is dependent on the children themselves as well as adults' responses to the children. The adults' reaction to children's same initiation may vary depending on what kind of day they are having or how much stress they are experiencing from their own activities that exist within ecological systems that are indirectly related to the children themselves. Thus, everyone who indirectly or directly touch children's lives within the context of Bronfenbrenner's ecological systems matter, because external factors to children play a role in the quality of relationships children have with people who children interact with directly. This systems perspective, or holistic perspective, can be beneficial in promoting children's development, especially during the first five years, because families have to navigate varied options for their children's early care and education as the average participation in the labor force for 2021 is more than 65 percent for families with children under 6-years-old (Bureau of Labor Statistics, U.S. Department of Labor, 2022). This paper will review the different early care and education choices families of young children have, describe results of a grant focusing on partnerships between public school districts and community early childhood partners, and present lessons learned for facilitating a systems approach to early care and education field.