The formation of information literacy of preschool children
In the last three decades the area of information literacy (IG) has attracted attention of both Russian and foreign researchers, teachers, teachers of various educational institutions and experts in the field of information. Global Informatization in education, politics and business requires the younger generation the skills necessary for entry and functioning in the information rich digital age. Such skills include the ability to acquire, analyze, organize and interpret vast amount of information coming from different sources. The need for formation of IG is obvious, however, the factors contributing to this emerging construction, is still not understood. The main aim of the study was to identify the main components included in the IG preschooler. However, in this article, we have presented only one problem on the way to its achievement, namely the determination of the relevance of IG by addressing the underlying factors that have a significant impact on the process of its formation, and structural components exposed to during its development. The research has affected the design of IG with respect to known variables, maximally contributing to the success of its formation, in particular intellect and personality. As a hypothesis, it is suggested there is a positive correlation between IQ and IG. It has been hypothesized that the IG is positively correlated with IQ and extraversion, the reason for her were the results of previously conducted studies, and our assumption that preschoolers who participated in the experimental part of the study, have the appropriate personal qualities, which are more likely to make effective use of external resources, including interpersonal interaction and joint problem solving. The results of the study can serve as a Foundation for new studies aimed at finding the major components included in the IG preschooler, not revealed until now.