This paper argues that because there is no meaningful distinction between care and education for young children, the early childhood field should be renamed "early childhood educare." The concept of educare recognizes that children's thinking develops through joint interactions with others in responsive social contexts. The predominant theoretical framework for early childhood philosophy and curriculum has been Piaget's theory. In this theory, development determines cognitive competence and influences what children are capable of learning. On the other hand, Vygotsky saw learning as driving development and the development of thinking as a shared process rather than an individual one. Because Vygotsky's theory emphasizes the social and cultural context of children's thinking, it should be applied to the responsive social contexts provided in early childhood educare. In a Vygotskian framework, children are capable of far more competent performance when they have assistance from adults or more capable peers in their zone of proximal development so adults take a reactive and participatory role. Teachers and peer tutors have a highly interactive role, and children learn through participating and sharing another person's frame of reference. This theoretical framework challenges a laissez-faire free play curriculum and suggests that teachers need to take an active role in stimulating learning. A list of about 50 references is included. (MM)