‘My nose is running like a pound of butter’: exploring young children’s humour

Coates, Elizabeth; Coates, Andrew

doi:10.1080/03004430.2018.1561443

Cited by 5 publications

(4 citation statements)

References 30 publications

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“…Children's humor was coded from both the transcripts and video recordings . This scheme was based on types of humor noted by Bergen (2006) and Hoicka and Akhtar (2012) and revisions to the existing coding scheme were based on recent observational work (see Coates & Coates, 2019). The video recordings were coded by two coders, who first calibrated their coding by discussing the definitions of the categories and jointly coded 5/72 (7%) of the interactions.…”

Section: Humormentioning

confidence: 99%

“…The ability to conceive and express humor may be an important marker of a sophisticated appreciation and understanding of the mental states of others (Airenti, 2016;Hoicka & Akhtar, 2012;Martucci, 2016) and of warm, intimate relationships (Bergen, 2002). Children share humor in their close relationships in the first years of life (e.g., Hoicka & Akhtar, 2012;Loizou, 2005;Reddy, 2001), and demonstrate a widening repertoire of humorous incongruities across childhood (Airenti, 2016;Coates & Coates, 2019;Loizou & Recchia, 2019;McGhee, 1979;. However, humor remains a feature of sibling relationships that is often overlooked (for exceptions see Dunn, 1988;.…”

mentioning

confidence: 99%

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“Where’s your bum brain?” Humor, social understanding, and sibling relationship quality in early childhood

et al. 2020

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Section: Humormentioning

confidence: 99%

mentioning

confidence: 99%

“Where’s your bum brain?” Humor, social understanding, and sibling relationship quality in early childhood

et al. 2020

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“…This strand of research implicitly or explicitly calls upon modern childhood sociology, which considers children as active participants and worthy of social study in their own right (James et al, 1998). An example is Coates and Coates (2020), who observed 220 children drawing in pairs and collected accompanying narratives from the children, leading to the identification of 60 humorous episodes characterised by excitement, laughter, changes in pitch and rapid verbal exchange. The drawings were often seen to actively trigger humour that took on a life of its own as children engaged in joking and wordplay linked to the recognition of common experiences.…”

Section: Research On Fun In Ececmentioning

confidence: 99%

Fun and laughter promote well-being in early childhood education and care: Pedagogy of fun and big humour

Koch

2023

Journal of Pedagogy

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In Danish early childhood education and care (ECEC), fun is often emphasised as a key pedagogical tool but is used rather unreflexively. While well-being and happiness have been studied in various ways, the potential of fun is not included in theoretical discussions regarding happiness and well-being, although most people identify having fun as a fundamental reason for being happy. A researcher and three student assistants spent six months in three ECEC settings with a focus on episodes characterised by fun and laughter. Participant observation and interviews were conducted. Empirical data illustrate how fun appears in ECEC as laughter, smiles, attentiveness, intensity and ecstasy. Fun arises momentarily in a sense of lightness and freedom, as a means of communication, in physical play, when rules and expectations are broken, in frivolous references to lower body functions and in experiences of excitement. Pedagogues use fun based on child sensitivity, improvisation, courage to let go of control, informality, energy and a sense of humour. Danish humour philosophy distinguishes between small humour and big humour. Pedagogues with the ability to practice big humour are preferred in order to establish an ECEC culture characterised by fun, laughter and episodes of small humour that promote well-being in children.

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“…BUM!’ confirms this as well as demonstrating a recognition of the value of shouted punchlines, a device used by comedians performing on English television programmes. The descriptions which skirt around the word ‘penis’ stand testament to parental disapproval and the prevalence of euphemisms for sexual organs (Coates & Coates, 2019).…”

Section: An Examination Of the Content Of The Talking And Drawing Actmentioning

confidence: 99%

Images in words and pictures: Issues arising from a shared experience of talking and drawing

Coates

Coates²

2020

Children & Society

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This single in‐depth study explores the way two 6‐year‐old boys use language as they draw and talk together. Their relationship reflects insights and stories based on shared experiences as the themes of their verbal and visual exchanges develop organically over a 45 minutes period. Our findings highlight the value of such informal collaboration since the children engaged in philosophical discussion, recognising each other's perceptions, feelings and memories. This has implications for researchers and educational practice since the knowledge evidenced has the potential to deepen our understanding of children's life experiences and interests, and to inform developments in curriculum design.

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‘My nose is running like a pound of butter’: exploring young children’s humour

Cited by 5 publications

References 30 publications

“Where’s your bum brain?” Humor, social understanding, and sibling relationship quality in early childhood

“Where’s your bum brain?” Humor, social understanding, and sibling relationship quality in early childhood

Fun and laughter promote well-being in early childhood education and care: Pedagogy of fun and big humour

Images in words and pictures: Issues arising from a shared experience of talking and drawing

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