Transition quality and adjustment of early and preschool aged children assumes a series of specificities within the organization of the work of early childhood educators, and thus a certain type and level of relevant competencies. Considering their importance within the educational work of educators, this paper will focus on their study, especially in the context of early learning and teaching of early childhood children. It is crucial that educators possess the appropriate skills and understanding to support children during this transitional period. Theoretical models such as Bronfenbrenner's ecological systems theory, Vygotsky's sociocultural model and Rimm-Kaufman's and Pianta's ecological and dynamic model of transition provide useful perspectives for understanding children's transitions and the necessary supports. In addition to theoretical foundations, this work also focuses on practical competencies that educators need to develop in order to effectively support children during transitional periods. Educators' socio-emotional competencies are crucial for establishing trust and security with children, which forms the basis for their emotional and social development. It is important for educators to be aware of their own emotions, regulate them in stressful situations, and understand and respond to children's emotional needs. A quality relationship between educators and children, characterized by support, empathy, and friendly communication, is essential for the successful integration of children into the preschool community. Individualizing pedagogical approaches enables educators to tailor activities and support according to each child's specific needs, thereby encouraging their unique potentials and interests. Collaboration with parents also plays a crucial role in facilitating a child's transition into the preschool environment. This paper underscores the importance of developing specific competencies among educators to ensure the successful integration of children into the preschool community. Integrating theory and practice in working with children in early childhood education is essential for creating a stimulating environment that supports their emotional, social, and cognitive development.