In this article, we explore expansions of our perspectives on pedagogical phenomena in Early Childhood Education through textual- and meta-textual encounters and open-ended dataphilosophy. This implies experimenting with our epistemic understandings of pedagogies and pedagogical research and the ontological models that we have brought to bear. The texts revolve around working doubts, development of pedagogical thoughts and research, and formation of mental images, worldviews, and values. Researchers from Russia and Norway write texts potentializing the shaping of other configurations of—and models for knowledge production—thinking, critiquing, and learning. Our aim is to explore significant conceptual frameworks needed to build up complex research perspectives and dialogic observation cultures through storying across borders.

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We are seven experienced academics and researchers from the high north. All within the field of education. We represent different disciplines, countries, and cultures. What we have in common is a wish to cross borders, collaborate, and learn: make space for storied experiences. Our stories are open ended—we start and end in complexities, and embedded in some sort of post- or trans- perspective be it modernisms, -structuralisms, -humanisms, -colonialisms, -feminisms . . . No conclusions or commonalities are necessary. Rather, we want to draw attention to the metatextualities and freedoms of our storying and the inseparability of opposites. We are learning academics beginning where we are. We are learning academics wanting lives of becoming rather than copying or reinforcing what is already there.

They say that modern teachers lack a sense of humor, cheerfulness, and optimism. This reduces the efficiency of pedagogical work. The author of the article believes that it is possible to learn to laugh and joke, to develop the ability not to lose heart, to understand and use a joke in one's work. How to do it in work with children and adults? What contributes to this? What is the relationship between student and children's subcultures? How their laughter character is manifested and how is the laughter culture of a person formed? This will be discussed in the article that may be useful to parents, teachers and students of pedagogical specialties-future educators.

For thousands of years the topic of happiness has attracted attention from the representatives of various sciences. However, until now there has been no unity in understanding the essence, sources, and components of happiness. Quite often, the interpretation of the phenomenon of happiness is limited to the analysis of the works of philosophers of antiquity, the European Middle Ages, modern and recent history, and many researchers are in a kind of Eurocentric captivity. Consciously or accidentally, the works of Russian thinkers are often not considered. This hinders the creation of a holistic and more objective picture of such an important aspect of every person’s life. In order to overcome this Eurocentric bias, this study suggests tracing back the main stages of the development of the idea of happiness in Russia from the era of Peter the Great to the present. For this purpose, the authors used the methods of theoretical, comparative, and retrospective analysis. The authors believe that currently the pedagogy of happiness is being actively formed. To educate happy people, teachers should master the art of the pedagogy of happiness.