Research On Information Needs Of School-age Children From The Perspective Of Embodied Cognition

There are a lot of related studies on information needs in the field of graphics and information.However,there are very limited studies on children,especially school-age children,and most of the studies on the information demands of school-age children are based on the needs of public library users,ignoring the information demands of children as individuals.The physiological and psychological changes of school-age children are rapid,and the reverse psychology gradually occurs.Only by fully understanding the information demands of school-age children and meeting them in a targeted way can children develop positively and healthily in physical and psychological aspects.In view of the above,this article through the questionnaire,observation and interview method to school-age children information requirements in terms of practical research,and analyze the school-age children lending data,summarize school-age children are summarized characteristics of information demand as an empirical basis,will provide cognitive theory as the theoretical support,through the actual combined with theory,factors affecting the school-age children information needs of various types of analysis.Finally,in view of the factors affecting children as young as snow ling information demand,combined with the status quo of school-age children information needs,from three aspects: family,school,library,and gives a focus on information service optimization strategy and the suggestion,in order to improve the satisfaction of school-age children’s information demand,promote the school-age children in physical and psychological aspects to healthy growth.