EVS recognises the interactive linkages between human beings and the natural and socio-cultural environment that they inhabit. It aims to create awareness among the learners about the natural and socio-cultural environment and develop a sense of appreciation for the same.
It also seeks to develop critical thinking and problem-solving skills in the learners so that they can work
towards the resolution of environmental problems. Introducing this at the primary stage, allows children to acquaint themselves with the immediate surroundings and makes them see the environment in a holistic way rather than in a compartmentalised manner.
This module is an attempt to familiarise you with all these aspects but,before we go into the main features of EVS, there is a need to reflect on what constitutes environment, how to understand the issues related to it, how young children perceive knowledge to make sense of the world around them and how they can be sensitised towards issues affecting them and others in their surroundings.
 Understanding Environment and Children’s Perceptions towards it
The environment, literally, means everything that surrounds us, i.e. it includes the natural, the human made elements and the social and cultural aspects as well. It is often confused with ecology, which is the study of different processes and phenomena occurring in the natural world. In the last few decades, there have been global concerns about how the environment affects everyone. Climate change, air pollution, deforestation, acid rain, greenhouse effect and ozone layer depletion are some of the environmental issues that we commonly hear about.Till now, environmental education has been more or less a kind of nature education focusing on issues related to appreciation of nature, revival of depleting bio-diversity and protection of endangered species, etc. This perspective, however, ignores the social and environmental issues affecting the poor and the underprivileged. Issues such as poverty, educational and social equity and environmental justice are very closely connected to the day-to-day survival of the poor. Let us understand how.
Some Examples
• The use of bio-diesel was started in an effort to cut down the emission of greenhouse gases. Many developing countries cut off their forests to plant crops like Jetropha, which was used to produce bio-diesel. This led to profit for a class but affected a number of people who were dependent on the forests for their livelihood. In addition, it led to the loss of soil fertility, biodiversity and forests, which were otherwise a good sink for the greenhouse gases and thus lifeline of the living organisms, including humans.
• The issues related to mass suicides by farmers direct our attention to several environmental factors such as deforestation, water scarcity, water-logging, decreasing soil fertility and misuse of power by a class to exploit the natural resources.

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