Innovation in Language Learning

The article analyzes children's ideas about concepts based on qualitative research (Lipnická & Vrábľová, 2024). The aim was to identify themes that dominate the statements of five- to six-year-old children about the meaning of the concepts computer, internet, and information. In individual interviews, ten children aged five to six answered descriptive questions such as "What is it?", application questions such as "What is it used for?", evaluative questions such as "What would happen if it didn't exist?" and questions about the source of knowledge such as "How do you know that?". The questions were clarified and developed during the interviews to encourage the children to talk as much as possible (Babiaková, 2019). Analysis of the interview transcripts made it possible to formulate topics for each child individually and for the whole group. Based on the gradual discovery of relationships and their graphical representation, groups of superordinate and subordinate topics were created. The children's statements showed that they perceive computers mainly as a work tool, a source of entertainment, and a means of communication. This understanding is influenced by observation of adults and imagination. Most children consider computers useful, even if they do not know how they work. Children have a similar understanding of the internet. They are influenced by their family environment and many of them do not understand what the internet is. Children's understanding of the concept of information is diverse and often intuitive. Some associate it with learning, storing, verbal exchange, or digital communication. Some were unable to explain the concept. Children explain the concepts they observe mainly on the basis of sensory experiences, i.e., what they perceive and try out in activities is true in their opinion (Bloom, 2015). Their expression was economical, mostly using simple and less complex sentences. The children spoke about concepts in a narrow and concrete way and confidently identified certain signs of meaning (Lipnická, 2024). The findings may be useful in adapting the content of preschool education to the possibilities of conceptual learning and children's experiences. We suggest that learning to understand the meaning of digital literacy concepts should become part of innovations in language education.