This study investigates young children’s perceptions of the concept of information and their own information-seeking practices within the context of their day care classroom. The participants included 13 children between three and five years of age. Data was collected using participant observation, semi-structured interviews, child-led photo tours, and photo-elicitation interviews. The findings indicate that the children did not perceive the concept of information in a manner consistent with adult understandings of the term, and that they engaged in information-seeking related to finding out new things on their own, through interactions with others, and through classroom resources, activities, and routines. The findings have implications for both researchers and practitioners working with young children. (author abstract)
Young children’s information-seeking practices in center-based childcare
Description:
Resource Type:
Reports & Papers
Country:
United States
- You May Also Like
These resources share similarities with the current selection.
Learning to read and write: Developmentally appropriate practices for young children
Other
Narrowing the gap in outcomes for young children through effective practices in the early years
Fact Sheets & Briefs
Toward an integrative ''educare'' system: An investigation of teachers' understanding and uses of developmentally appropriate practices for young children in Korea
Reports & Papers