As per NCF-2005 the main purpose in life is going to school, as well as those who aspire for a school that can support life, with meaning and dignity. The document suggest that in Classes I-II the two subjects of Language and Mathematics will incorporate some themes for the development of concepts and skills in areas broadly related to EVS.

The Objective of EVS teacher who encourages her children to observe animals and make pictures on their own is/are to develop creativity of children, to develop observation and design skills of children and to develop aesthetic sense of children.

The theory of Trial-Error given by Thorndike and also known as stimulus-response theory or pleasure-Pain Theory. In this theory teacher’s training should proceed from simple to complex or known to unknown.

A teacher of class V conducts an activity in which she asks her children to drop some sugar on the ground and asks them to wait until the ants come there. Children can be given meaningful learning from this activity if teacher encourages her/his children to observe, share their experiences followed by discussion on the activity. The discussion provides the equal opportunities to all children to discuss and share the personal experiences and opportunity to listen the other’s point of view.

Language and Math’s are essential tools to explain the interaction and mutual relationship between natural processes and the human activities. Mathematics learning enables to acquire the skills of numeracy, reasoning, problem solving etc., if its process of teaching learning relates it to child’s immediate environment and experiences. Language is an important component for any discipline to exist, to inquire and understand other subjects. So, language and math’s have an important role in teaching of EVS

For constructing knowledge of the learners, it is important to actively engage the learners in exploratory and hands on activities to acquire basic cognitive and psychomotor skills. Learning is not to be limited to the four walls of the classroom and gradually extends the child’s understanding of the world beginning from immediate self to include family, community and country.

In EVS learning, children should be encouraged to tap resources other than textbooks and teachers like peer group interaction, group work, puzzles, newspapers, storybooks and variety of other concrete material. This stresses the fact that textbooks are not the only source of information. Observing and asking questions about home and immediate surroundings, exploring things with classmates, involvement of parents and communities and provides teacher the opportunity to know the child’s background.