Humor Development in Preschool and Primary School Children in Turkiye

Abstract

Knowing humor development can be rather beneficial in terms of providing opportunities to better know children and evaluate their development. This study aimed to explore the process of humor development in preschool and primary school children in line with McGhee's humor development theory. The study employed a single screening model, specifically one of the commonly used screening models in general practice. The study group consisted of 101 children ranging in age from 2 to 11. Research data were collected through a 5.01-minute-long video which included scenes suitable for the stages in McGhee's humor development theory, semi-structured observation forms and a research diary. Descriptive analyses and content analyses were used to analyze research data. Children aged 2 produced the lowest amount of laughter response in the scenes in all stages, followed by those aged 3 and 4. The strongest laughter response occurred in 5-year-old children to the scenes pertaining to stages 2, 3, and 4. The scenes in stage 5 elicited the strongest laughter response in children aged 11. The humor development characteristics of the children in this study were found to be consistent with the general principles of McGhee's theory of humor development. Adopting research techniques that measure children's reactions to real-life situations could be useful in future research on the same topic. Research on children's production of humor may provide different insights into the development of humor. It is suggested that adults, such as parents and teachers, use examples of humor that are appropriate for the characteristics identified in this study and similar studies in order to build positive relationships with children. Keywords: humor development, child development, preschool education, incongruity theory, humor theories

Preschool Teachers' Sense of Humor and Children's Appreciation of Humor

“…When the literature was examined, it was seen that studies on humor styles were predominant in the studies conducted with teachers (Altınkurt & Yılmaz, 2011;Uyanık et al, 2015;Yılmaz, 2023), while studies on preschool teachers' use of humor and humor styles in the educational environment were limited. Although there are limited studies in which preschool children produce humor and appreciate the value of humor (Eskidemir Meral & Koçer, 2023;Hoicka, & Akhtar, 2011;Loizou, 2007;McGhee, 1971;Stenius et al, 2022), there is no study examining the relationship between preschool teachers' sense of humor and children's appreciation of the value of humor. Based on the view that it is important for children to be exposed to humor for their humor development (Eskidemir Meral & Koçer, 2023) and that teachers' having a sense of humor will contribute to the development of humor in children (Franzini, 2002), it was considered necessary to conduct this study.…”

“…Although there are limited studies in which preschool children produce humor and appreciate the value of humor (Eskidemir Meral & Koçer, 2023;Hoicka, & Akhtar, 2011;Loizou, 2007;McGhee, 1971;Stenius et al, 2022), there is no study examining the relationship between preschool teachers' sense of humor and children's appreciation of the value of humor. Based on the view that it is important for children to be exposed to humor for their humor development (Eskidemir Meral & Koçer, 2023) and that teachers' having a sense of humor will contribute to the development of humor in children (Franzini, 2002), it was considered necessary to conduct this study. In this context, the study is expected to contribute to the literature.…”

Cartoons in The Context of Paul McGhee's Theory of Humor Development

“…a. Live The study of Eskidemir Meral andKoçer (2023) revealed that children's exposure to jokes enables them to create humor. In this context, it is thought that including humor situations with various characteristics suitable for different age groups in cartoons will contribute to children's humor development.In stage 2, it is seen that the most humor elements are found in Masha and the Bear, and the least humor elements are found in Keloğlan Masalları.…”