In recent years there is an increasing need for encouraging the development of social and emotional competence and accordingly implemented programs to foster socio-emotional development of children of early and preschool age. The fundamental objective of this work was to determine opinions of expert associates and educators in a kindergarten on implemented if and how programs to encourage social and emotional competence of children of early and preschool age. The study included five patients who have done educators and professional associates kindergarten Rijeka. Instrument used in this qualitative research is a semi-structured interview, and data were analyzed thematic content analysis. According to basic research programs to encourage social and emotional competence of children of early and preschool age are considered to be well planned and implemented (well designed and structured program, adjustments in the implementation of the program), the benefits are positive relations (respect, better atmosphere, positive feelings, positive parenting, emotional safety), development of a positive self-image (pride, self-confidence), and socio-emotional competence (pro-social behavior, develop competencies, adoption of the desired behavior). As for obstacles, participants emphasize professional development training (not enough professional development of teachers, lack of communication among caregivers) and the workload of teachers (additional commitment). As a recommendation to emphasize the support of the community to encourage timely SE competence (key period, implementation, respect and support educators).