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Childcare Providers' Use of Practices to Promote Young Children's Social–Emotional Competence

Steed, Elizabeth A. PhD; Roach, Andrew T. PhD

doi: 10.1097/IYC.0000000000000092
Original Research/Study

Findings are presented regarding childcare providers' use of evidence-based strategies to promote preschoolers' social–emotional competence in 38 urban childcare classrooms. Descriptive results from classroom observations and childcare teachers' interviews indicated that in the absence of training, childcare teaching staff implemented few of these strategies. Teachers also reported a lack of infrastructure elements such as professional development, a leadership team, data-based tools for decision making, and monetary resources that are associated with the adoption and sustained use of strategies. Findings are described and recommendations are presented to support implementation of practices associated with young children's social–emotional competence in childcare settings.

School of Education and Human Development, University of Colorado Denver (Dr Steed); and College of Education & Human Development and School of Public Health, Georgia State University, Atlanta (Dr Roach).

Correspondence: Elizabeth A. Steed, PhD, School of Education and Human Development, University of Colorado, Denver, CO 80217 (

The authors declare no conflict of interest.

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