Creating learning situations in the context of children is very crucial to learning EVS. Efforts need to be made to avoid giving direct information, definitions, and descriptions and instead create situations for children to construct their own knowledge by interacting first hand with their surroundings and with other children, elders, and significant others. During this process, they would access various sources of knowledge besides the textbook and explore various learning sites besides the classroom. Real-world exposure would lead to opportunities for them to encounter various social issues and natural concerns.