All questions of Learning Principles for CTET & State TET Exam

• The contents of EVS, for example, cover themes like food, water, shelter, etc. These themes deal with the real issues in children’s immediate environment, connecting them with their real experiences at home, neighborhood, community, etc.
• Such connections or linkages to real-life experiences and situations play a crucial role in developing and fostering in children lifelong attitudes, values, and conviction of actions and behaviors towards the environment and its conservation.
• The students must listen to their teacher carefully and understand all the main concepts in detail. It will help them in learning new concepts effectively and precisely.
• But if the students are able to apply the learned concepts in their daily life then it means that they listened to their teacher carefully which is why they were able to follow the given instructions and create their own understanding of concepts in the EVS classroom.

• To memorize the concepts or what is being taught in the classroom is never considered as a desirable quality of a student as more emphasis while teaching EVS is on promoting the understanding and application of the concepts taught in the classroom i.e., students must be able to understand and apply it in the real world.

Impact of Children's Holistic View on the EVS Syllabus:
Children's holistic view of their environment has led to the EVS syllabus being structured in a way that reflects this perspective. Here is how this fact has influenced the EVS syllabus:

Integration of Subjects:
- The EVS syllabus has not been compartmentalized into science and social science subjects.
- Instead, it covers a wide range of topics that are interconnected and viewed holistically by children.

Interdisciplinary Approach:
- The EVS syllabus takes an interdisciplinary approach, incorporating elements from various subjects such as science, social studies, geography, and more.
- This approach allows children to understand the interconnectedness of different aspects of their environment.

Real-world Relevance:
- By presenting environmental concepts in a holistic manner, the EVS syllabus makes the content more relatable and relevant to children's everyday experiences.
- This helps in fostering a deeper understanding and appreciation for the environment.

Development of Critical Thinking Skills:
- The holistic approach of the EVS syllabus encourages children to think critically about their environment and consider the various factors that influence it.
- This helps in developing children's analytical and problem-solving skills.
In conclusion, the fact that children look at their environment holistically has had a significant impact on the EVS syllabus, leading to a more integrated, interdisciplinary, and relevant curriculum that promotes critical thinking and a deeper understanding of the environment.

Self-awareness:
Activities and experiences related to the theme "My family" can encourage self-awareness among children by helping them understand their own thoughts, feelings, and behaviors in relation to their family members. Through these activities, children can reflect on their own strengths, weaknesses, and unique qualities within the context of their family dynamics. This self-reflection can lead to a better understanding of their identity and how they fit into their family unit.

Emotional development:
Engaging in activities that focus on family relationships can also foster emotional development in children. By exploring their family history, traditions, and values, children can develop a deeper appreciation for their roots and a sense of belonging. This exploration can help children build emotional intelligence, empathy, and resilience as they navigate their relationships with family members.

Communication skills:
Participating in activities that involve sharing stories, memories, and experiences with family members can enhance children's communication skills. By actively listening to their family members and expressing themselves effectively, children can improve their verbal and nonverbal communication skills. These activities can also promote active listening, empathy, and conflict resolution skills within the family unit.

Identity formation:
Exploring the theme of "My family" can support children in forming their own sense of identity. By learning about their family history, traditions, and cultural background, children can develop a stronger sense of self and a greater understanding of their place within their family. This process of identity formation can contribute to a child's self-confidence, self-esteem, and overall well-being.
In conclusion, activities and experiences related to the theme "My family" can play a significant role in promoting self-awareness among children. By engaging in these activities, children can develop a deeper understanding of themselves, their emotions, and their relationships within their family unit.

• Active participation of children is important in constructing knowledge. Opportunities should be given for observations using a variety of learning resources such as visits to parks, museums, water bodies, and various places in the community. If learning occurs beyond the walls of classrooms, the quality of learning is better.
• Efforts should be made by teachers to relate the child’s local knowledge to the school knowledge - this would discourage rote memorization and encourage developmentally age-appropriate learning in EVS.
• Children in early grades learn through a variety of ways, therefore opportunities should be given to explore, observe, draw, categorise, discuss/ speak, ask questions and enlist, etc. to develop various skills /processes.
• Pictures /illustrations play a very important role in EVS learning as these support the written material.
• Activities and questions play an important role as these provide opportunities for children to express themselves. 
• Each child learns at his /her own pace. The challenge before the teacher is to handle multilevel groups so as to address the needs of children including the differently challenged group of children. Teachers should design activities for these children in such a manner so that they can be engaged meaningfully while doing activities with their peer group.
• Assessment for learning (formative assessment), should be used as an inbuilt part of the teaching-learning process so as to identify and address learning gaps in a timely manner. 
• The real purpose of assessment of learning (summative assessment) is not to compare the progress of children but to track the progress of each child regularly. This assessment should be done periodically by using a variety of modes (not restricted to the written mode only).
• The teacher should maintain a portfolio of each child and this document should be used as an ‘assessment tool’ to know the progress of each child over a period of time.
• Teachers must understand that learning is a mutual process. Children learn from each other and a teacher also learns from children, particularly to understand their needs.
• EVS learning is also concerned with the inculcation of important values/ attitudes and appreciation. It fosters an appreciation of the interrelationship between all living organisms and their environments and encourages children to become active agents in the conservation of the environment.
• EVS learning cultivates respect for cultural diversity and sensitizes children regarding minorities and people with special needs. Prejudices and discrimination are challenged, while respect and mutual understanding are promoted.

• ‘Plants’ and ‘Animals’
   have consciously been included under the theme of 
  ‘Family and Friends’
   to highlight how humans share a close relationship with them and to also provide a holistic and integrated scientific and social perspective of studying them.
•  The theme 
  ‘Family and Friends’
  , especially through its two sub-themes 
  Relationships and Work and Play
  , allows children to look at their own body as part of their 
  ‘self’
   in a more contextual and connected manner.

• Family and Friends:
  • Relationships
  • Work and Play
  • Animals
  • Plants
• Food
• Shelter
• Water
• Travel
• Things We Make and Do

• Learning without burden.

• Simple to complex approach.

• Use of audio-visual materials.

• Individual differences of the child.

• Activity and experience-based learning.

• Encouragement of use of various sources. 

• EVS, at the primary stage, is an 
  integrated subject
   area that draws upon 
  insights from sciences
   (physical, chemical, and biological), social studies (history, geography, political science, sociology, etc), and 
  environmental education
   (protection and conservation).
• It helps children 
  connect with their natural and human-made environment
   and in understanding our dependence on the various components of the environment (biotic, abiotic, and human-made).
• Also, It helps children develop a 
  holistic understanding of their environment
   including the socio-cultural environment.
• Further, It helps children in maintaining a multidisciplinary perspective to the understanding of our environmental issues/problems and appreciate the impact/s of our daily activities on its integrity.

• Composite: It is visualized as a composite study area drawing learning experiences/contents from physical, biological, chemical, social, cultural, and other dimensions of study. The contents are organized around curricular themes like Food, Shelter, Water, Travel, etc. This thematic organization is intended to correlate two or more disciplines of study or school subjects.
• Contextual: The context for EVS is the environment. Since the environment differs from place to place, the examples, events, and practices used to teach environmental understanding will differ. A dated event in human history and the associated details and explanations will remain the same whether it is being discussed in a hill station or in a coastal town.
• Learner-Centered: It means that children’s learning forms the core of the classroom transaction rather than teaching. This is based on the view that each child comes to school with his/her own perception and understanding of the world around. The child correlates this basic understanding with objects and experiences in the environment as he/she goes along in his/her journey and expands his/her knowledge base.
• No Right, No Wrong: Since teaching-learning of and for ‘Environment’ are contextual. Hence, no single viewpoint or opinion may remain valid in all situations. 
• ‘Values’ are an Integral Component of EVS: There are some universally accepted values (for example, we should save forests), then, there comes those values which relate to the (social and natural) environment, the process of upbringing, her beliefs and faith (social) system, etc. together.