This article examines the professional competence of preschool teachers as a multidimensional construct essential for ensuring high‑quality early childhood education. Drawing on contemporary pedagogical theories, the study analyzes the cognitive, practical‑methodological, communicative, reflective, and ethical–value components of teacher competence and explores their role in shaping effective teaching practices. The research highlights that professionally competent preschool teachers not only possess strong theoretical knowledge but also demonstrate child‑centered, creative, emotionally responsive, and developmentally appropriate pedagogical approaches. Findings indicate that higher levels of teacher competence positively influence children’s social, emotional, and cognitive development, contribute to psychological safety, and support a more humanistic and inclusive educational environment. The article underscores the importance of continuous professional development and the implementation of competence‑based models in early childhood teacher training.