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

Q3 Social Sciences
Anette Boye Koch
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引用次数: 0

Abstract

Abstract 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.
乐趣和笑声促进幼儿教育和护理的福祉:乐趣和大幽默教学法
在丹麦的早期儿童教育和护理(ECEC)中,乐趣经常被强调为一种关键的教学工具,但使用起来却相当不自然。虽然人们以各种方式研究幸福和幸福,但关于幸福和幸福的理论讨论并不包括乐趣的潜力,尽管大多数人认为快乐是幸福的根本原因。一名研究人员和三名学生助理花了六个月的时间在三个ECEC环境中,重点关注以有趣和笑声为特征的剧集。进行了参与者观察和访谈。经验数据表明,在ECEC中,乐趣表现为大笑、微笑、专注、紧张和狂喜。作为一种交流手段,乐趣在轻松和自由的感觉中瞬间产生,在打破规则和期望的身体游戏中,在对下半身功能的轻率提及中,在兴奋的体验中。教师使用的乐趣是基于儿童的敏感性、即兴发挥、放弃控制的勇气、不拘礼节、精力和幽默感。丹麦的幽默哲学区分小幽默和大幽默。为了建立一种以乐趣、笑声和小幽默为特征的ECEC文化,以促进儿童的福祉,具有实践大幽默能力的教师是首选。
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来源期刊
Journal of Pedagogy
Journal of Pedagogy Social Sciences-Education
CiteScore
1.10
自引率
0.00%
发文量
5
审稿时长
20 weeks
期刊介绍: The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.
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