| Summary: | Abstract This study used a static-group pretest–posttest design to investigate how the social–emotional skill development of 36 Turkish children aged 48–66 months was affected by the integration of field-trip activities with other activities in their preschool curriculum. It was carried out in two preschool institutions in Ağrı Provincial Directorate for National Education over 12 weeks during the 2015–2016 school year. The experimental group (n = 18) was taken on field trips tailored to activities in the existing preschool curriculum, while for the control group (n = 18), no such interventions were made. The Preschool Social Skill Evaluation Scale—Teacher Form and the Emotional Skill Evaluation Test were used to gather data, and one-way analysis of covariance and paired-samples t-tests was used for data analysis. The pretest scores of the experimental and control groups were not significantly different, whereas their posttest scores indicated a significant positive effect of field-trip activities on the social–emotional skills of children in the experimental group. A follow-up test administered 12 weeks after the posttest found that these positive effects persisted.
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