Social-Emotional Learning Skills in the Social Studies Curriculum

In this study where social studies course curriculum is examined in terms of social-emotional learning skills, the specific objectives, basic skills, values and objectives, CASEL's self-awareness, self-management, social awareness, relationship building and decision-making skills and the comprehensive definitions of these skills. The study was designed in the evaluative case study. Accordingly, a document analysis approach was used to collect the research data, which allows the review of materials that provide evidence of the facts and events planned to be examined in the research. The data obtained by document analysis were analyzed by deductive content analysis approach. Findings Show that findings that the special purpose of the social studies course is strongly involved in social awareness skills, but other areas of social-emotional learning are not adequately addressed. Besides, it is seen that a significant part of the basic skills, values and objectives placed in the program give weight to the characteristics related to social awareness skills. As a result, it is understood that the social studies course aiming to raise individuals who are compatible with society is limited in terms of development of social-emotional learning skills. Based on the results of the research, it is recommended that the social studies curriculum be updated considering social-emotional learning skills