Decades of evidence demonstrates that a strong foundation in early childhood leads to healthier, more successful life outcomes. Developing socio-emotional skills and executive functions in this period of life improves academic outcomes, school readiness, and wellbeing, as well as work, health, wealth, and public safety outcomes. Thus, social and emotional learning (SEL) in early childhood education might be the bedrock on which to build the lofty vision of a whole-child education that can prepare children for their present and future. We know, however, that the benefits of SEL are dependent on quality. Educators, particularly teachers and principals, are key to achieving that needed quality. Social-emotional competence (SEC) allows teachers to effectively nurture students' emotional wellbeing, build strong teacher-student relationships, manage classroom dynamics, and create a positive learning environment, ultimately enhancing students' academic success and personal development. The authors propose an approach to adult quality professional development that considers building adult SEC as necessary.