The Verbal Information Behavior of the Pre-school Children in Some Preschool Centers in Tehran

Document Type : Research Article

Authors

• Fateme Saleki Maleki
• Esmat Momeni

Allameh Tabatabaei University

10.22067/riis.v0i0.67115

Abstract

INTRUDUCTION: Children need help for the use of information, and questioning is the start point of their information behavior or verbal information behavior. While most researches in this area have studied the behavior of the community with reading literacy, the purpose of the present research was to change the verbal information behavior of children in the pre-school age range in Tehran with making them familiarity with information sources.

METHODOLOGY: In order to observe the changes in the verbal information behavior in children, the researchers conducted a quasi-experimental study with pre-test and post-test and control and experimental groups. Research population included preschool children centers located in Tehran. Due to the uniformity of the research conditions, two centers were selected where the books were identical and the environmental conditions were in the same conditions. Each preschool class had 10 students. In this way, 20 students were selected as a research sample from two pre-school centers. The data collection tool was a semi-structured questionnaire for parents. The observation made by the teacher in the class was another tool.

FINDINGS: According to the views of parents and the first to fourth questions, the status of passive attention (frequent attention to printed and non-printed resources in daily life, passive search (the desire to obtain information from printed and non-printed resources, search activists (use of human resources to do research assignments), and the processing and use of information in doing research assignments for children in the pre-school age were changed in the experimental group.

CONCLUSIONS: Considering the change in the various verbal information behavior of the experimental group, it can be concluded that this intervention has changed their verbal information behavior, and the results of their use of information sources and the provision of research assignments showed an improvement in this condition in preschool children. Due to the limited possibilities, children's continuous search of information was not investigated in this study. Familiarity with information sources and strengthening the verbal information behavior of children can be beneficial for information behavior in adulthood. Therefore, adding literacy courses and critical thinking units and familiarity with information resources in pre-school education can contribute to the development of the verbal information behavior of children and training researcher students. To further generalize and extend the results, the research should be repeated in larger samples

Keywords

• information behavior
• Verbal information behavior
• Preschool children
• Information resources
• Information literacy

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