<p>Social and emotional development (SED) in early childhood years has a crucial role in children’s holistic development and becomes a prerequisite for their academic learning. This study focused on early childhood educators’ strategies promoting children’s SED in two different cultural contexts. For data collection, semi-structured individual interviews were conducted with eight early childhood educators in an urban city in the north region of Turkey and on the east coast of the United States (U.S.). Inductive thematic approach was employed to analyze the data. It was found that although all the educators acknowledged the complex nature of SED and families’ significant role on it, substantial differences emerged regarding their pedagogical practices to support it. While the educators highlighted self-regulation techniques in the U.S., social relationships were given importance by the Turkish educators. Findings provide the ways to support SED of children by illustrating with educators’ own experiences in two different cultural settings.</p>