Abstract
In this article, we describe a Teacher-Led Innovation Fund (TLIF) project focused on enhancing early childhood social-emotional teaching practices, and share insights about intentional teaching. Over a two-year period, our project team used teacher-inquiry and reflective data tools to support and document changes in teachers' use of effective practices to foster children's social-emotional learning. Key findings highlighted shifts in teachers’ understanding of social-emotional competence. Additionally, teachers reported increased confidence and use of effective strategies to facilitate children’s social-emotional competence.