E arly childhood is a critical period for developing early learning and socialemotional skills. Experiences in social settings provide opportunities for young children to engage in adult-and child-directed activities intended to increase their knowledge and skills in important areas such as language, literacy, numeracy, and science. Young children also increasingly interact with peers and adults in play, problem solving, and learning interactions that require emotional awareness and regulation, as well as in the effective use of prosocial behaviors. Although early learning and social-emotional skills are often addressed as separate domains in educational standards and curricula, research supports complex connections between the two domains and the contexts in which young children learn (see, e.g., Purpura & Schmitt, 2019). Indeed, indicators of early learning and social-emotional development are often used in measuring the larger construct of school readiness (e.g., L. D.