The present article addresses the concepts of social information processing and social-emotional competence. The concept of social information processing is addressed from aspects of social adjustment and prosocial behavior, and the concept of social-emotional competence is addressed from both the social components and the emotional components. The article focuses on the relation between the concepts regarding children and is based on the assumption that social information processing constitutes a preliminary process for social behavior related to social-emotional competence. The professional literature addresses the two concepts, and from the review of the concepts the conclusion is that the moment children encounter a social situation a cognitive process is activated, at the end of which social behavior related to social-emotional competence is produced. The article addresses the relation between the concepts and indicates a number of questions. How is it possible to combine between the two concepts in the theoretical context and how is it possible to 'weave' from them instruments for the work of educators in the applied context?