EVS provide practical knowledge?
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all are concerned that every school needs to provide opportunities where each child learns and happily engages in school level
activities. This requires that the teaching-learning processes in each classroom must address the needs of all children- cognitive/ age-
appropriate curriculum, conducive and non threatening classroom environment, encouraging school based assessment and reporting
practices in the school. If children find such learning environment they would be able to achieve more successfully. Thus there is a
need to visualize their learning processes holistically rather than viewing child’s progress in isolation. We all realize that children
learn EVS when they are exposed to the real situations in their surroundings that help them construct, be aware, appreciate and get
sensitized towards the environmental issues(natural, social and cultural) prevailing around. The learning process begins with the
child’s immediate environment i.e. self and family in the early classes and moving on further to the wider environment beyond
neighbourhood and community at large. NCF-2005 recommends to follow an integrated and thematic approach- towards its teaching-
learning at the primary stage. Thematic approach needs to be followed in EVS in early classes and gradually making efforts to make
them understand the issues and concerns related to natural and social environment in class V and onwards. Efforts need to be made to
avoid giving direct information, definitions and descriptions as children construct their own knowledge using varied teaching and
assessment strategies. However, this requires ensuring their active engagement participation in learning by exposing them to diverse
experiences through a variety of sources within and outside the classrooms. According to their varied potential we all agree that
assessment is carried out simultaneously i.e. during teaching learning and in natural setting. It allows us to identify the learning gaps
and modify teaching-learning processes to suit the needs of all children. This would also help to provide timely feedback to the
children to improve her/his future learning. The learning situations need to include a variety where children get the opportunities
ensuring each child’s(including the differently abled and the disadvantaged children) participation to observe, express, discuss,
question, critically think, improvise, analyze- etc.
activities. This requires that the teaching-learning processes in each classroom must address the needs of all children- cognitive/ age-
appropriate curriculum, conducive and non threatening classroom environment, encouraging school based assessment and reporting
practices in the school. If children find such learning environment they would be able to achieve more successfully. Thus there is a
need to visualize their learning processes holistically rather than viewing child’s progress in isolation. We all realize that children
learn EVS when they are exposed to the real situations in their surroundings that help them construct, be aware, appreciate and get
sensitized towards the environmental issues(natural, social and cultural) prevailing around. The learning process begins with the
child’s immediate environment i.e. self and family in the early classes and moving on further to the wider environment beyond
neighbourhood and community at large. NCF-2005 recommends to follow an integrated and thematic approach- towards its teaching-
learning at the primary stage. Thematic approach needs to be followed in EVS in early classes and gradually making efforts to make
them understand the issues and concerns related to natural and social environment in class V and onwards. Efforts need to be made to
avoid giving direct information, definitions and descriptions as children construct their own knowledge using varied teaching and
assessment strategies. However, this requires ensuring their active engagement participation in learning by exposing them to diverse
experiences through a variety of sources within and outside the classrooms. According to their varied potential we all agree that
assessment is carried out simultaneously i.e. during teaching learning and in natural setting. It allows us to identify the learning gaps
and modify teaching-learning processes to suit the needs of all children. This would also help to provide timely feedback to the
children to improve her/his future learning. The learning situations need to include a variety where children get the opportunities
ensuring each child’s(including the differently abled and the disadvantaged children) participation to observe, express, discuss,
question, critically think, improvise, analyze- etc.
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