This paper lists practices recommended by the Council for Exceptional Children's Division for Early Childhood concerning the promotion of social skills and emotional development in early intervention and early childhood special education programs for infants and young children with special needs and their families. An introductory section points out that the first set of recommended practice indicators addresses adult-infant interaction, as it is assumed that adults are the primary and most important social partners of children under 3 years. As children grow, peer interactions become increasingly more important, and the second set of recommended practice indicators addresses supporting peer interaction. Fifteen recommended practices are then listed, covering parent-infant interaction (birth through 2 years) and peer social interaction (3 to 5 years). The practice indicators recommend that opportunities be provided for young children with disabilities to develop social competence across a variety of settings with parents, grandparents, brothers and sisters, other family members, peers with and without disabilities, or others, and when necessary, that intervention be provided to enhance this development. (JDD)