Preschool social education has become an increasingly important area of research and practice in mainland China with the social domain being recognized as an independent preschool curricular domain since 2001. Little is known, however, about the specific teaching practices that Chinese preschool teachers are using to promote children's social-emotional competence and to prevent or address challenging behavior. The purposes of the present study were to develop and validate a questionnaire focused on social, emotional, and behavioral teaching practices and to use the questionnaire to examine Chinese preschool teachers' self-reported use of and confidence about implementing the practices. The questionnaire was titled the Social- Emotional Teaching Practices Questionnaire -- China (SETP-C; Snyder & Luo, 2017). Before primary data collection for the present study occurred, the SETP-C was developed and various sources of validity evidence were gathered using systematic and iterative quantitative and qualitative approaches. The development and validation of the SETP-C consisted of four phases: item generation and selection, initial validation and item reduction, external expert review, and wording and translation. A non-experimental, descriptive survey research design was used to gather SETP-C data from a sample of 1,599 Chinese teachers from 120 preschools in Beijing and Ningbo. Using these data, four confirmatory factor analytic models were tested and compared to provide score validity evidence focused on internal structure. A sevenfactor solution was chosen due to its conceptual and statistical soundness. Internal consistency score reliability evidence was also promising and showed high degree of internal consistency for subscale scores. Findings showed Chinese preschool teachers reported they were implementing many social-emotional teaching practices, but were less likely to implement and less confident about practices that address the needs of children with persistent challenging behavior. Teacher's role, experience, a social-emotional curriculum, child-to-teacher ratio, inclusion of children with disabilities, and child age were significantly associated with teachers' reported use and confidence with implementing social, emotional, and behavioral teaching practices. Teachers identified two primary requests in terms of supports for implementing practices: a specific social-emotional curriculum and family support and cooperation. Limitations and implications of the present study along with considerations for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]