Abstract
Many children in the USA spend a significant amount of time in center-based childcare. However, research has yet to explore their information practices in this setting. 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.
Document Type
Article
Publication Date
3-8-2021
Digital Object Identifier (DOI)
https://doi.org/10.1177/0961000620962164
Repository Citation
Barriage, Sarah C., "Young Children’s Information-Seeking Practices in Center-Based Childcare" (2021). Information Science Faculty Publications. 93.
https://uknowledge.uky.edu/slis_facpub/93
Notes/Citation Information
Published in Journal of Librarianship and Information Science.
Barriage, S. (2021). Young children’s information-seeking practices in center-based childcare. Journal of Librarianship and Information Science, 096100062096216. Copyright © 2021. DOI: https://doi.org/10.1177/0961000620962164
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