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The Teaching Practices project aims to develop and refine a stakeholder-validated list of teaching practices that promote children’s learning and social-emotional competence in early learning settings. We have used a multi-phase, iterative process of development that involves interviews and observations with practicing teachers, document review and comparison with existing national and international practice lists, input from stakeholders, and an electronic survey with practicing teachers nation-wide. We have developed a list of teaching practices that are valued, culturally relevant, and important for promoting children’s learning and social-emotional competence in early childhood settings in New Zealand. Next steps with the project involve extension into practices for infants and toddlers (see sister project), ongoing refinement of practices, and development of resources to support teacher’s use of practices within an evidence-based teaching and intentional teaching framework.