The purpose of this study was to determine if prosocial development could be positively influenced through a classroom intervention strategy using selected children's books and critical questioning techniques. In order to determine ability to share and to take different perspectives, 99 subjects from kindergarten and first grade classes were given a pretest in which they were asked to answer questions about pictures and stories depicting conflict. Treatments were then administered by specially trained teachers to 31 experimental and 33 control subjects who did not initially give sharing responses to the pretest tasks. In the experimental condition, nine readily accessible children's books focusing on sharing, were read at a rate of three per week to the subjects. The feelings of story characters, the causes of characters' feelings and behaviors, solutions to the conflict situations in the stories, and the role that sharing played in resolving the conflict were emphasized. Nine books not focusing on sharing were similarly read to the control group and the teacher simply discussed story events. Subjects were posttested with the same materials and questions used in the pretest. Results suggest that children's prosocial development, with respect to sharing and perspective taking, can be facilitated through a classroom-oriented intervention technique. Experimental subjects gave more sharing responses and more appropriate explanations of the type of information they used to identify a character's feelings (e.g., the character's facial expressions and body gestures). (Author/RH)