An English textbook for class I starts with pictures, poems and stories and ends with alphabets in the end. Which approach does this kind of arrangement reflect in language pedagogy?

The Top-down approach in language teaching starts with whole meaningful units (stories, poems, pictures, themes) and gradually moves toward smaller units (sentences, words, letters/alphabets). This contrasts with the Bottom-up approach, which begins with the smallest units (letters → words → sentences → paragraphs). A textbook starting with pictures, poems, and stories and ending with alphabets clearly follows the Top-down approach, emphasizing meaning-making before code-breaking. This aligns with whole-language pedagogy.