This paper reports on the development, evaluation and implications of a primary grade social development curriculum based on structural, developmental, and social perspective taking theory. The curriculum was used in a preliminary pilot study and in a formal 8-week intervention program with 14 second and third grade classes. The social intervention procedure used in this study consisted of situations in which children received feedback which allowed them to experience indecision and exposure to slightly more adequate reasoning. A series of 16 filmstrips showing hypothetical conflicts were developed, and follow-up activities (small-group discussions, role play and debates) were planned to ensure children's active participation. Program evaluation indicated that little structural change had occurred and the view is expressed that process rather than stage changes more adequately reflect program effectiveness. Such process variables were incorporated into the evaluation tests by introducing a group interaction measure, videotapes, and tape recordings. Results obtained tentatively suggest that considerable change occurred in individual children and in interaction of the groups. (GO)