Humorous bodies and humorous minds: Humour within the social context of an infant child care setting

Abstract

SUMMARY This study looks at how the environment in an infant child care setting can have an impact on young children's humourous experiences and therefore their learning and development. With the use of multiple qualitative methods, participant and non-participant observations, journal writing, videotaping, interviewing, and document review this study looked at how the environment enhances, or detracts from children's humourous experiences. Findings indicate two prime factors within the larger concept of the environment. The curriculum which included: a) philosophy of the infant room, b) interactions, c) activities, their contents and location, d) materials and their functions. The second factor refers to the role of the caregiver, suggesting five behaviours in response to children's humourous activity: watching, directing and suggesting, actively participating, initiating and verbally scaffolding. This paper asserts that a flexible, play-based and child centred environment with playful caregivers can enhance children's humour experiences and as a result have a positive impact on their overall development and learning.