Social and emotional learning (SEL): How it finds a place in an early childhood education curriculum in Turkey

Merve  Özgünlü; Fetiye Erbil; Mine Göl-Güven

doi:10.37291/2717638X.202232180

Authors

Merve Özgünlü Boğaziçi University https://orcid.org/0000-0002-2134-0501
Fetiye Erbil Boğaziçi University https://orcid.org/0000-0001-5270-3005
Mine Göl Güven Boğaziçi University https://orcid.org/0000-0002-2104-0381

DOI:

https://doi.org/10.37291/2717638X.202232180

Keywords:

Early childhood education, Social and emotional learning, Curriculum

Abstract

The study aims to identify the Social and Emotional Learning (SEL) skills as defined by Collaborative, Academic, Social and Emotional Learning (CASEL) in the Turkish Early Childhood Education Curriculum (TECEC). Recent studies have pointed out that gaining SEL skills at early ages has many benefits for development. Researchers in the SEL area suggest that having a clear conceptual framework benefits both in research and practice. TECEC document is examined based on CASEL’s framework. Document analysis was used to identify how SEL standards and objectives in TECEC were conceptually designed. The findings show that out of 17 standards to support social and emotional development, only 10 of them are related to SEL, meanwhile, 7 of them are identified as social studies standards. Out of 53 stated objectives, thirty-one of them are related to SEL skills. The current study will provide a tool for researchers, curriculum developers, and practitioners that feel the need to base their research and practice on a solid conceptual framework.

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