Laughing Out Loud: Humor Usage in Young Childhood Classrooms

The purpose of this honors thesis is to document the types of humorous occurrences among 2-3-yearold children and then to describe the relationship between children’s humor during circle time and teacher-child interactions, noting how teachers respond to these humorous occurrences. I conducted my observations at the Child Study Development Center in the Nursery II classroom, which included one head teacher and 19 children. I audiotaped and photographed my observations and took notes on two tables. One table included recording linguistic humor and non-linguistic humor occurrences, or humor involving words and humor involving movement, and the other table included teacher responses to humorous occurrences (Craig-Unkefer & Fitzgerald, 2008). My findings show that the majority of humorous occurrences stem from children’s incongruent body movements and group discussion during story time. Furthermore, when the teacher extends or scaffolds a humorous occurrence, there is whole-group discussion with attentive listening from children. When a teacher rejects or ignores humor, the humor either stops or the behavior is labeled as inappropriate by the teacher and the children are redirected to what is expected of them. I discuss why humor in the classroom is important for educators to use to enhance young children’s learning