Introduction. This study examined the effectiveness of the Toddlers Emotion Prosociality Program (TEPP) - a program based on SBR and conversation about emotions, inner states, and prosocial motivation - in enhancing emotional competence and prosocial conduct in toddlers at nursery. Method. Participants were 160 children (mean age at pre-test: 28.68 months, SD = 3.93; range: 22-37 months) assigned to an experimental group (TEPP implementation) and two control groups which were provided either with SBR and conversation on physical states or SBR and play activities, respectively. Before and after the intervention phase, all children were administered a battery of validated measures, including AKT (Camodeca et al., 2010) and Prosocial tasks (Brazzelli et al., 2022). A general linear model statistical approach was adopted. Multivariate analysis of variance for repeated measures showed that the children in the experimental condition, outperformed children in the control groups on measures of emotional competence (p<.001) and prosocial behaviour (p<.005). The implications for implementing the TEPP with groups of toddlers in daycare settings with trained professionals are underlined.