Introduction I remember the first day that I left my son with a sitter in order to go to work. My wife was a trauma nurse who worked three twelve hour shifts starting at 7:00pm and ending at 7:00am. In order for her to get rest, we needed to find a sitter. The funny thing is I remember distinctly not feeling comfortable with leaving my son in this persons care, even though the references she provided were solid. To make a long story short, my intuition proved correct and the situation did not work. I fired the caregiver, perhaps hastily, and now had to figure out what to do about childcare. The hospital my wife worked at had a childcare facility and luckily, they had one opening that would allow us to enroll our son. The facility was clean and bright, very well staffed, and very open and inviting. The trade-off was that the “tuition” was a bit much for a young couple, but we agreed the safety and development of our son was much more important than the cost. Reflecting back on this with knowledge I now have, it is an absolute certainty that the daycare had a formalized system in place; however, I cannot identify which method. This “system” is the distinguishing factor between the two examples provided above. In one case, the caregiver assumes the role of guardian. The responsibility, if taken seriously, is to protect the child from harm and provide for the child’s basic needs. Robert Furman recognized in 1966 that caregivers are in a unique position to do something more for the child than just keeping them safe and fed (Dougherty, 2009). He recognized that the caregiver could affect the child’s learning and development. Furman posited that childcare experts could be linked with care providers to assist them with their development. In essence, providing an education to the providers who in turn could use the newly acquired skill to provide a rich