Arranging the Content Types is Important for Effective Learning in Pre-Primary Education

Being a global educator is not an easy job. And planning lessons by considering the different type of content is no cake-walk. Rather it takes a careful understanding of writing the content or selecting the content types. This is primarily an entire lesson is planned based on what the content is all about, how it is framed, what activity or format the teacher or subject matter expert plan to take for meeting the learning standards of every student.

Unfortunately, some may lack that confidence and to harp, that skill primary teacher training course in Thailand offered by leading education institute would consciously use the lesson planning part for the training seasons. It is prior to this requirement that they came across the content types.

  • Story-Tell with content…

Basically whatever the facts, stats and information are noted down through the content shared are information. This information is outlined or structured in a storytelling manner. So content is just not information shared. Rather they are messages which are foretold in a storytelling manner so that people can relate or memorise the information for a long time.



The human mind is complex but they communicate easily if the content either oral or written is delivered in an easy format. Likewise, the sphere of child psychology treats storytelling as an important concept while making a lesson plan.

|Moreover good stories compel people to change – the way they feel, the way they think, the way the act and the way they behave! –

All taken together make sense for stories to demand an ‘emotional investment’

  • Deciding on the content types…

Based on the psychological parameters, the education system took that various types of contents grab the attention and interest of kids. It is because many learn by relying on their sensory motor activities. Precisely the different types of content would impact the learning pace and processes of kids.

Two significant content types are used, based on which an entire lesson is planned.

Linear Content – Stories shaped is more direct and simple in its nature. The instruction followed to impart lesson or activity through linear content is not rigid or complex. It is actually a communicative tactic used to reach to the direct lesson outcome (somewhat forceful to generate the required results). The traditional practice of linear content would mean that kids have to listen, follow and consider the content write-up.

Example – young learners, who are learning summation and substraction, should learn summation first and then substraction, it can’t be the other way round. That is,

2+1 = 3 (Addition)

2-1= 1 (Summation)

Similarly, if the primary teachers are to follow the linear concept of language learning, then first they are to make the kids learn the letters then the words together and then an entire sentence.



So the entire process of flow goes liketta3flown in a chronologically arranged pattern for speaking the story. Starting from A being the letters, B making a combination of letters has taken together, C ending the story with the complete result of forming a word. The entire process is simple and easily formatted to effectively make the learner adapt the lesson plan properly.

Non-Linear Content – Breaking away from the traditional storytelling approach and learning methods, the idea of non-linear content is actually complex. Accordingly, the contents are arranged in a complex way. In short, these aid teachers develop proper analytical skills among kids. Kids would be using their cognitive level to solve any problem.

Example – You have given them a problem sum; say the compilation of addition and substraction and multiplication too.


So overall, the saying goes it is complex, the students need to have their own mental ability and pace to learn and effectively respond to the correct answer. The very opposition to linear content has no fixed start and end point. It does not flow through the normal arranged format, rather take the complicated path.

This could mean interactivity or inter-changeability,


A represents the additional combination, B represents the joining conjunction between them with the presence of multiple, and finally, C represents another set of substraction. The entire process does not follow a fixed rule and children need to have that analytical understanding.

Why Are Content Types exclusively significant to meet the professional development of teachers?

Facts stressed content development or analyses prior to framing lesson plans which are effective for the professional development of teachers. Four stronger outcomes are considered to meet with the professional orientation; this would significantly appreciate the following impact,

  1. Creating a strong emotional connection which would be entertaining for the students to consider adapting and learning.
  2. Of course, serving the greater purpose to educate the little one by using relevant facts.
  3. Converting the storytelling format in a logical, well-structured lesson that would be fun yet is absorbed by kids.

In the end, creating the best possible lesson plan by primary teachers greatly depends on the type of content they prefer to choose for the children – considering the age, grade and potential abilities of every child.



One response to “Arranging the Content Types is Important for Effective Learning in Pre-Primary Education”

  1. A very informative blog on the importance of content types for effective learning in Pre-Primary Education which is very helpful for teachers. A must read for pre-primary teachers who can implement the methods described here for global classrooms.

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