Fun and laughter promotes wellbeing in early childhood education: A pedagogy of fun and big humor

In Danish early childhood education and care (ECEC), fun is often em-phasised as a key pedagogical tool but is used rather unreflexively. While well-beingand happiness have been studied in various ways, the potential of fun is not inclu-ded in theoretical discussions regarding happiness and well-being, although mostpeople identify having fun as a fundamental reason for being happy. A researcherand three student assistants spent six months in three ECEC settings with a focuson episodes characterised by fun and laughter. Participant observation and inter-views were conducted. Empirical data illustrate how fun appears in ECEC as laugh-ter, smiles, attentiveness, intensity and ecstasy. Fun arises momentarily in a senseof lightness and freedom, as a means of communication, in physical play, whenrules and expectations are broken, in frivolous references to lower body functionsand in experiences of excitement. Pedagogues use fun based on child sensitivity, im-provisation, 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 establishan ECEC culture characterised by fun, laughter and episodes of small humour thatpromote well-being in children.