The textbook-oriented approach in curricular planning for the curricular area ‘World Around Us’ has been widely used in early years and foundational stage education. In this approach, textbooks become the primary source of knowledge, and teaching-learning activities are mainly organized around the prescribed content, chapters, and exercises given in the book. Although textbooks provide a structured framework and support teachers in planning lessons, excessive dependence on them creates several limitations, especially for young learners who require experiential, interactive, and context-based learning opportunities. One major limitation of the textbook-oriented approach is that it restricts children’s learning experiences. The area ‘World Around Us’ is designed to help children understand their immediate environment, including family, community, nature, society, and daily life experiences. However, textbooks often present information in a fixed and abstract manner, limiting opportunities for children to explore, observe, question, and interact with their surroundings. Young children learn effectively through direct experiences, such as nature walks, discussions, experiments, and community interactions, which cannot be fully provided through textbooks alone. Another limitation is