20 early children were assigned to an experimental group and 20 other to a control group,all of whom were drawn from a kindergarten located in I city in Jeonbuk province of Korea.The program was applied to the experimental group 50 times for 25 weeks from March to October in 2013 while the control group had been involved in the normal free-choice activities.For the children in the experimental group a pro-social children's story was chosen each week and the children took part in discussing the book in terms of revealing their understanding of the structural and inferential contents of it for 20 to 25 minutes a day.As a series of t-tests and an ancova of the post-test results show,the children's who experienced discussion activity based on the pro-social children's stories got significantly higher scores than the control group in the subscales of emotional regulation and improved more from the pre-test level than the control group in the subscales of inter-personal relations,adaptation and understanding of the story structure even though the differences were not big enough to reach statistical significance.These results indicate that by directing the early children to imagine and talk about the possible conflicts in daily kindergarten life teachers can improve pro-social behaviors of the early children such as regulating their own emotions and respecting and caring others.