Analysis of Primary Education Curricula in Terms of International Social and Emotional Skills

Abstract

Social and emotional skills are the basic competencies required for individuals, who are a social creature, to continue their development in a healthy and desired way. In this study, it is aimed to analyze the curricula that are responsible for the formal acquisition of these competencies. In the study, Turkish, life studies, social studies, science and mathematics curricula at primary education level were examined in terms of international social and emotional skills. The study, which is an example of qualitative research, was conducted according to the case study model. In the analysis of the curricula, the international social and emotional skills determined by the OECD were considered as criteria and document analysis technique was used. According to the findings obtained in the study, it was determined that the majority of these skills were included in the curricula, but the attainment rate associated with these skills was not sufficient. It was also concluded that the belief in success, stress resistance, trust, and curiosity were skills that were not included in any of the curricula. Another important deficiency determined in the study is that none of the social and emotional skills were included in the mathematics curriculum.

Distance Learning During the COVID-19 Pandemic: What is Happening at Home?

“…It is understood that the responsibilities of parents on the education of their children have increased during the distance education process and this situation also puts a strain on the parents (Koç, 2021). In the distance education process, students receive support from their family members on subjects they cannot understand and with their homework.…”

“…When the literature is examined, one can see that studies have been done on the attitudes of academicians, teachers, teacher candidates, students and parents towards distance education (Kocayiğit & Uşun, 2020;Moçoşoğlu & Kaya, 2020;Yıldız, Çengel & Alkan;2021) and the opinions of education stakeholders on the functioning of distance education (Bakioğlu & Çevik, 2020;Gören et al, 2020;Karakuş et al, 2020;Kaynar et al, 2020;Keskin & Özer Kaya, 2020;Öz Ceviz et al, 2020;Serçemeli & Kurnaz, 2020;Şeren et al, 2020;Tarlakazan & Tarlakazan, 2020;Yurtbakan & Akyıldız, 2020), the problems encountered in the distance education process (Erzen & Ceylan, 2020;Gök & Akcan, 2022), the effectiveness of distance education (Başaran et al, 2020), disadvantaged groups in the distance education process (Sirem & Baş, 2020), the suitability of the education programs for distance education (Koç, 2021), EBA activities in the distance education process (Doğan & Koçak, 2020), steps taken by the Ministry of Education in the distance education process (Özer, 2020a), vocational and technical education in the distance education process (Özer, 2020b).…”