This article examines the importance of social competence in the professional development of future preschool educators. In the context of modern educational reforms and increasing social demands, preschool teachers are expected not only to possess professional knowledge and methodological skills but also to demonstrate a high level of social competence. The article analyzes the structural components of social competence, its pedagogical significance, and its influence on the effectiveness of professional activity in preschool educational institutions. The study highlights communicative, emotional, ethical, and reflective aspects of social competence and substantiates the necessity of its systematic formation in teacher training programs.