Knowledge-oriented teaching can not adapt to the rapidly changing world. Cultivating students’ abilities to cope with social situations has been the focus of educational reform in many countries. Within ten basic competences， children’s emotional competence has been emphasized by researchers for many years. In order to facilitate the social-emotional competence of children， American educational policy has been encouraging scholars to design preventive programs which have significant mplications. The aims of compulsory education in our country are to promote ten basic competencies of children and to educate them to be aware of their capabilities， dispositions and emotions is one of aims. Researches have demonstrated that social-emotional competence of children has an impact on their academic performance. Based on the important meaning of it， this study first analyzes the conception of “social intelligence”， and illustrates its elements from different theoretical models. Secondly， the meaning of social competencies and social-emotional competencies is explored. Finally， after summarizing effective SEL programs recommended by CASEL， the principles of designing programs are illustrated and its implications for teachers and researchers are discussed.