Children’s Visual and Verbal Humorous Productions After Participating in a Series of Creative Activities, Framed by the Theory of the Absurd and the Empowerment Theory

Abstract

The Theory of the Absurd and the Empowerment Theory have been examined through multiple perspectives creating a significant framework that explores young children’s production and appreciation of humor. In this study we explore how the two theories frame the visual and verbal productions of 3.5–4.5 year-olds after participating in a series of creative structured activities (SCSA) involving humor elements. Data collection included artefacts and narratives. Twenty – seven kindergarteners produced a humorous drawing and story after participating in a SCSA. The materials of the activities were chosen because they included elements of absurdity. Findings suggest that after participating in SCSA, children produced stories and drawings with multiple humorous events that could be placed within the framework of both theories. Children were affected by the elements of the materials used in the SCSA, either from the context or the characters of the material, but at the same time produced humorous artifacts that were not referenced in the activities or the materials of the intervention. Such outcomes highlight the importance of humor as an educational tool which unlocks children’s creative thinking and creates space for social empowerment.