Abstract
This paper describes the defining components of classroom-based social problem solving preventive interventions for pre-school and primary grade children. These interventions are offered as strategies for facilitating the acquisition of basic academic skills by enabling children to interact effectively with peers and adults. Brief overviews of the social and affective demands of this period and of the advantages of preventive over remedial interventions provide a conceptual basis for the proposed strategies. Finally, the paper discusses practical issues to be considered in program implementation.
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