ERIC Number: ED418426
Record Type: RIE
Publication Date: 1998
Humorous Literature: A Doorway to Literacy.
Many theories have been developed to try to explain humor, among them, the social theory; psychoanalytic theories based on Freud; cognitive theories which identify stages corresponding to those of Piaget; and eclectic theories which combine elements of all the theories. The developmental stages of humor parallel the intellectual and emotional development of the individual. Primary children enjoy slapstick and comic mishap. By the time children has reached the intermediate grades, they have developed quite a sense of the logical principles of humor. Humor for the intermediate child becomes a vehicle for social interaction. As children reach secondary school, their sense of humor is still developing but they can relate to all types of humor, including much that is targeted toward adults. Children's preferences in literature naturally follow the developmental stages mentioned. When selecting humorous books for children, their preferences and interests at the various levels of development must be taken into consideration. Aside from being a powerful motivational factor for children since it appeals to them and promotes their willingness to read and write, humorous literature can provide other educational functions in the classroom. Listening and speaking skills are strengthened when students can relate a funny story of their personal experience--writing it down and illustrating it turns it into a valuable literary experience. Because young children are learning phonology, syntax, and the semantics of language, humorous rhymes, repetition, chants, and nonsense stories are a great source for instruction. (NKA)
Publication Type: Opinion Papers
Education Level: N/A
Authoring Institution: N/A