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"How can we maximize the potential of children in terms of their social-cognitive development?" The biomechanical relevance of this issue and the consideration that the relationship between social-cognitive abilities and pro-social behavior may be mediated by situational variables were the main basis for building a program that promotes the social-cognitive development in children. Two groups were attended in this program: parents with children up to 12 years and children from 7-12 years, in a parallel intervention, intending to maximize the potential of children in the development of empathic responses and pro-social interactions. This article intends to present the program, giving particular attention to the children’s intervention.
