HUMOR DEVELOPMENT IN PRESCHOOL AND PRIMARY SCHOOL CHILDREN IN TURKIYE

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Problems of Education in the 21st Century Pub Date : 2023-06-19 DOI:10.33225/pec/23.81.374

Seda Eskidemir Meral, Hale Koçer

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引用次数: 3

Abstract

Knowing humor development can be rather beneficial in terms of providing opportunities to better know children and evaluate their development. This study aimed to explore the process of humor development in preschool and primary school children in line with McGhee's humor development theory. The study employed a single screening model, specifically one of the commonly used screening models in general practice. The study group consisted of 101 children ranging in age from 2 to 11. Research data were collected through a 5.01-minute-long video which included scenes suitable for the stages in McGhee's humor development theory, semi-structured observation forms and a research diary. Descriptive analyses and content analyses were used to analyze research data. Children aged 2 produced the lowest amount of laughter response in the scenes in all stages, followed by those aged 3 and 4. The strongest laughter response occurred in 5-year-old children to the scenes pertaining to stages 2, 3, and 4. The scenes in stage 5 elicited the strongest laughter response in children aged 11. The humor development characteristics of the children in this study were found to be consistent with the general principles of McGhee's theory of humor development. Adopting research techniques that measure children's reactions to real-life situations could be useful in future research on the same topic. Research on children's production of humor may provide different insights into the development of humor. It is suggested that adults, such as parents and teachers, use examples of humor that are appropriate for the characteristics identified in this study and similar studies in order to build positive relationships with children. Keywords: humor development, child development, preschool education, incongruity theory, humor theories

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土耳其学龄前和小学儿童的幽默发展

了解幽默的发展可以为更好地了解孩子和评估他们的发展提供机会，这是非常有益的。本研究旨在根据麦基的幽默发展理论，探讨学前和小学儿童幽默发展的过程。该研究采用了单一的筛查模型，特别是全科医学中常用的筛查模型之一。研究组包括101名年龄从2岁到11岁的儿童。研究数据是通过一段5.01分钟长的视频收集的，其中包括适合麦基幽默发展理论中各个阶段的场景、半结构化的观察形式和一本研究日记。描述性分析和内容分析用于分析研究数据。在所有阶段，2岁的儿童在场景中的笑声反应最低，其次是3岁和4岁的儿童。对于第2、3和4阶段的场景，5岁儿童的笑声反应最强。第五阶段的场景在11岁的儿童中引发了最强烈的笑声反应。本研究中儿童的幽默发展特征符合麦基幽默发展理论的一般原则。采用测量儿童对现实生活情况反应的研究技术，在未来对同一主题的研究中可能会很有用。对儿童幽默产生的研究可能会为幽默的发展提供不同的见解。建议成年人，如父母和老师，使用适合本研究和类似研究中确定的特征的幽默例子，以便与儿童建立积极的关系。关键词：幽默发展，儿童发展，学前教育，不协调理论，幽默理论

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来源期刊

Problems of Education in the 21st Century EDUCATION & EDUCATIONAL RESEARCH-

自引率

14.30%

发文量

期刊介绍： Problems of Education in the 21st Century is an international, periodical scientific journal publishing original research across the whole of education. The journal''s Editorial Board and staff are committed to building PEC into the leading scientific journal in its field by publishing articles of outstanding scientific quality that merit the attention and interest of the whole educational community.