The relationship between the psychological process of social-cognitive development of elementary children and social science education is reviewed. Social cognition is defined as the ways in which children come to understand the thoughts and feelings of others. For the most part, research findings have shown that a fundamental aspect of social cognition is "perspectivism," the ability to accommodate one's behavior to other points of view. Failure to consider other points of view results in "egocentrism," a form of cognitive solipsism in which individuals behave as if everyone experiences the world as they do. Studies in the psychology of social-cognitive development provide the empirical foundation for teaching the process-oriented, new social studies in the elementary school. Specific techniques of the new social studies education that develop social-cognitive development include inquiry activities, role playing, and values development. However, there is little evaluative research on these new techniques and curricula. Therefore, current theoretical interest in social cognition and practical interest in social science education create a particularly favorable context for the cooperation of psychologists and educators. (Author/DE)