Original Research/StudyChildcare Providers' Use of Practices to Promote Young Children's Social–Emotional CompetenceSteed, Elizabeth A. PhD; Roach, Andrew T. PhDAuthor Information 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 (email@example.com). The authors declare no conflict of interest. Infants & Young Children: April/June 2017 - Volume 30 - Issue 2 - p 162-171 doi: 10.1097/IYC.0000000000000092 Buy Metrics Abstract 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. © 2017 Wolters Kluwer Health, Inc. All rights reserved.