<p>Children’s social and emotional competence is a cornerstone of their future social interactions and academic success, placing a responsibility on teachers to nurture these skills and foster supportive learning environments. However, many teachers face considerable challenges in promoting children’s social-emotional development due to limited knowledge and difficulty managing challenging behaviors. Coaching has emerged as a promising professional development (PD) approach to bridge this gap by enhancing teachers’ capacity to implement evidence-based practices effectively. Despite its potential, the lack of consensus on effective coaching strategies underscores the urgent need for a systematic examination of current coaching practices in social-emotional learning (SEL) interventions. This scoping review critically evaluated PD initiatives integrating coaching to strengthen early childhood educators’ competencies in fostering children’s SEL. Drawing on an analysis of 31 studies, we identified the defining features of the existing literature, the structure and content of SEL interventions, key characteristics of coaching, and the outcomes achieved. The reviewed studies highlight that initial training conducted in small groups, followed by multiple observations, feedback, and action planning, constitute critical components of coaching interventions. While implicit strategies were frequently used to promote SEL, many studies also incorporated explicit instruction targeting core competencies. These studies provide promising evidence that coaching enhances teachers’ ability to implement evidence-based practices in classroom settings accurately and yields indirect effects on children’s SEL and overall classroom improvements. This study sheds light on the critical components of effective coaching interventions and their positive impacts, offering valuable insights for future PD in early childhood education.</p>