Portraits of Laughter in “Kid”ergarten Children: The Giggles and Guffaws That Support Teaching, Learning, and Relationships by Sarah L. Smidl Dissertation submitted to the Faculty of Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Human Development Committee: Jim Garrison, Ph.D, Chair Katherine R. Allen, Ph.D. Mark J. Benson, Ph.D. Lynn T. Hill, Ph.D. Andrew J. Stremmel, Ph.D. April 18, 2006 Blacksburg, Virginia Copyright 2006, Sarah L. Smidl Keywords: laughter, humor, relationships, kindergarten, children ABSTRACT Portraits of Laughter in “Kid”ergarten Children: The Giggles and Guffaws That Support Teaching, Learning, and Relationships by Sarah L. Smidl The purpose of this qualitative study was to focus on the laughter-provoking events and situations that supported the teaching, learning, and relationships of 13 kindergarten children, one teacher, and one researcher in a public school classroom in Southwestern Virginia. This study drew on principles from portraiture, ethnography, and case studies, and primarily utilized observation, fieldnotes, informal interviews, and audiotape to document daily events and conversations. Discussion of the importance of laughter for these children, teacher, and researcher begins with three short case study portraits on different children, including how their varying personalities and interests prompted me to use laughter with them in varying ways. Next, the importance and meanings of laughter in the group is given focus, specifically the daily morning group where the entire class came together at once with the classroom teacher. Next, four themes that surfaced early in my research that were filled with laughter are portrayed, primarily how they demonstrated continuity throughout the semester. Then, the stimuli in the daily curriculum or discourse that were laughable are described, with specific focus on how laughter can be important to, or help facilitate learning. Last, I will summarize my findings to discuss the practical applications of laughter and humor for the teacher. ACKNOWLEDGEMENTS For Maddy, may you always laugh For Zachary, may you learn to laugh For the children and teacher who let me into their lives to share their laughter To Jim, Andy, and Lynn, my wise committee members and friends, who have patiently supported and encouraged me for the past 6 years, even when things seemed impossible To my mom and dad, who have tolerantly stuck with me the longest To Mark and Katherine, who joined my committee late, though hung on with me until the end To my constant, unconditional companions throughout all of this: my dogs Lucy Lou and Elliot Elmo Wormwort, and my cats Mabel Ting Mungbean, Ruby Roo, and Wonky Bird To myself, because I wrote it. iii TABLE OF CONTENTS PROLOGUE: “KID”ERGARTEN………...………………………………………………..1 CHAPTER ONE: INTRODUCTION……………….……………………………………...2 Evolution of a Study………………………………………….………………………………………….2 Purpose of My Study………………………………………….………………………………………... 5 Research Questions……………………………………………………………………………………...6 Definitions…………………….………………………………………………………………………....7 What Will Follow…………….………………………………………………………………………….9 CHAPTER TWO: LITERATURE REVIEW…………….……...……………………….11 Laughter: Serious or Laughable?………………………………….…………………………………....11 From a Spasmodic Utterance to a Whole Lot o’ Eggs: Laughter Defined.……….………………...….13 What Does Laughter Look Like?………….…………………...………….…………………………...14 Haughter or Lumor? Lumor or Haughter? Laughter’s Relationship to Humor.……………..…….…15 Theories of Laughter…………………………………………………………………………………...16 I am Better Than You! Superiority Theory…………….…………………………………….17 Mismatched Expectations: Incongruity Theory………….…………………………………...20 Whew! Relief Theory…………………………………….…………………………………..23 Relate to Me! Social Theories of Laughter……………….………………………………….26 Laughter is Everything! One Multidimensional Theory of Laughter…….……….………….28 My Theoretical Stance…………………………………………………………….………….29 Benefits of Laughter…………………………………………………….……………………………...30 Developing and Sustaining Relationships: Social Benefits………….……………………….30 Laughter as Communication.………………………………………………….…….30 Positive Social Exchange…………………………………….……………………...31 Laughing Alone…………………………………………….……………………….32 Laughing Together………………………………………….……………………….32 Funny or Not……………………………………………….………………………..34 iv Good for the Brain: Cognitive Benefits…………………………….………………………...34 Understanding Children’s Thinking and Learning……….…………………………35 Literature and Reading……………………………………………………………...36 Language and Word Play………………………………….………………………...37 Learning Through Humorous Television and Movies…or Not….………………....38 Creativity…………………………………………………………………………....40 Good for the Body and Soul: Physiological and Psychological Benefits………….…………40 Reducing Stress……………………………………………………………………..41 Reducing Fear and Anxiety……………………………………………….………...41 Developing a Positive Outlook and Sense-of-Self………………………………….42 Health Benefits……………………………………………………………………...43 Importance of Culture……………………………………………………………………….………….45 Laughter Through the Ages…………………….………………………………….…………45 The Embeddedness of Context and Culture……………………………………….………….46 Laughter as Culturally Desirable or Undesirable……………….………………….…………47 Ethnic and Socioeconomic Differences…………………………………………….……...…49 Gender Differences………………………………………………………………….………..50 Religion…………………………………………………………………………….…………52 Special Mention of Tickling……………………………………………………………..…………..…54 Say Cheese! Special Mention of Smiling…….…………………………………………….………….55 Laughter and Humor in Schooling and Education……………………………………………………..57 What Makes Kindergartners Laugh?…………………………………………………………59 Why Laughter and Humor in the Classroom?……….…………………………………...…..61 Mastering Learning…………………………………………………….……………61 Mastering Mistakes…………………………………………………….……………63 Mastering Conflict…………………………………………………….…………….64 Mastering Coping Skills……………………………………………….……………65 Mastering Relationships ……………………………………………………………66 v Mastering or Knowing the Self…….………………………………….…………….67 Mastering Reading and Social Ideas……………………………….………………..67 Laughter and Humor as Disruptive to the Classroom……………….………….…..69 Conclusion………………………………………………………………………………...….69 CHAPTER THREE: RESEARCH METHODS…………………………….………...….71 Quantitative or Qualitative Research…………………………………………………………….……..71 Question of Field of Thought…………………………………………………………………………..72 Coming to a Design……………………………………………………………………………...……..72 Portraiture…………………………………………………………………….…………….…73 Ethnography…………………………………………………………………………………..75 Case Study…………………………………………………………………….………………76 Setting ………………………………………………………………………………………………….77 Participants………………………………………………………………………………………..……77 Collecting Data…………………………………………………………………………………...…….78 Fieldnotes …………………………………………………………………………………….78 Personal Journal………………………………………………………………………………79 Interviews With Children…………………………………………………………….……….79 Audiotape………………………………………………………………………….………….81 Photography and Short Videos…………………………………………………………….…81 Audience………………………………………………………………………………………………..82 My Role in the Research……………………………………………………..…………………….…..82 Ending Research………………………………………………………………………………….…….83 Analyzing Events and Writing Stories…………………………………………………………………84 Research Biases…………………………………………………………………………………….…..85 Trustworthiness of Data………………………………………………………………………………..86 CHAPTER FOUR: CHILDREN AND TEACHERS:……………………………………88 Aaron……………………………………………………………………………………………….…..91 Abigail……………………………………………………………………………………………….…93 vi Adam…………………………………………………………………………………………………...95 Addie…………………………………………………………………………………………………...97 Brady…………………………………………………...…………..…………………...……………...99 Charlie…………………………………………………………..…………………………………….101 Don Jeffrey……...…………………………………………………………………………………….103 Isaac…………...………………………………………………………………………………………105 Jeremy………...……………………………………………………………………………………….107 Julia ……………...……………………………………………………………………………………109 Karla…………...……………………………………………………………………………………...111 Lindy……………………………………………………...…………………………………………...113 Patrick………………………………………………...……………………………………………….115 Sabrina………………………………………...………………………………………………………117 Sarah…………………………………………...……………………………………………………...119 CHAPTER FIVE: SETTING……………..………………………..…………………..…121 In Appalachia: Southwestern Virginia……………………………………………………………..…121 Appalachian Characteristics Common to Cartwright Elementary……...………………...…….…….122 Cartwright Elementary School………………………………………...……...………………………123 Aaron Silver’s Classroom………………………………………………....………………….……….125 A Typical Day in Kindergarten…………………………………………...….…………………….…126 CHAPTER SIX: ISAAC, JULIA, AND LINDY: 3 CASE STUDY PORTRAITS….....130 Isaac………………………………….……………………………………………………….……….131 Key Issues: Trust and Security………………………………….…………………………...131 The Day He Talked…………….……………………………………………………...…….133 The Day He Smiled……………….………………………………………………………....134 The Day He Laughed…………….………………………………………………………….135 Julia……………………………………….………………………………………...…………………137 Key Issue: Companionship…………………………………………………………….……137 Jokes and Rhymes…………………………………………………………………………..139 vii Pop Culture- Literally…….………………………………………………………..139 April Fools………………….…………………………………….………………..140 Pull My Finger………….……………………………………….…………………141 The Moon is Your Pants….…………………………………….………………….142 Beep, Beep……………………….……………………………….………………..142 Lindy…………………………………………….…………………………………………………….144 Key Issues: Power and Control……………………………………..…………….…………144 Hair and Shoelaces……………………………….…………………………………….……147 Mrs. Lindy……………………………….…………………………………………….…….148 Showing Off……………………………………….…………………………………..…….149 When She Laughs………………………………………………………………………..….150 Conclusion……………………………………….……………………………………………………151