A young childs world is organized not as neatly organized bodies of knowledge, but rather it is a body of integrated experience of interacting and making sense of the world around.While organizing the revised curriculum and the new textbooks the key concern has been to look at the environment as a totality and avoid approaching it in compartmentalized subjects like different streams of œscience and œsocial science.Therefore that concepts that are typically dealt in biology like plants, or animals that are studied in zoology, or botany, or which are at the primary stage framed in the categories of living and non-living, are introduced not as categories but through the childs familiar experiences and surroundings.For example, asking a child to list all the animals, birds, plants that he/she sees around can bring in an integrated perspective that all are part of a larger picture and perceive the environment in a holistic manner. For the teacher and the students, the textbook is one of the means to understand and build on these observations and make their own connections. The other important feature of the EVS textbooks is the seamless integration of social aspects with pure-science concepts and the multi-dimensional, plural realities of how we live.Thus, the books aim at integration, and encourage the spirit and process of exploring and discovering the diversity and pluralism in the world around.Hence, it can be concluded that EVS curriculum at primary stage has been developed to include pure Science as well as Social Science concepts. This has been done primarily to enable a learner to look at the environment in a holistic manner.