摘要：The purpose of the present study was to study the effect of cognitive-social learning activities on children`s social knowledge and prosocial skill. The subjects of the study were five -and six- year old kindergarten children. 57 children were in the experimental group and another 57 children were in the control group. A six-week cognitive-social learning intervention program was implemented using activities for social knowledge and social skills. Cognitive- social learning activities developed in the present study brought out effective results on improving children`s social knowledge and prosocial skill.
