Abstract
The empirical study is devoted to the topic of humour in art activities of pre-school education. The study is based on Koller's general definition of humour (1988), the theoretical approaches to humour in the early years (Langmeier, Krejčířová, 2006; Matějček, 2015; Loizou 2005) and on reflexion of humour in art (Klein, 2007).
The aim of the research is to map specific situations of humour during art activities at kindergarten with the aid of a combination of qualitative methods of data collection and Mayring's Qualitative Content Analysis (Mayring, 2000, Uhl Skřivanová, 2011). The main research question was determined: "What humour can be observed in spontaneous and directed art activities of kindergarten?" In formulating the research findings, the following categories were identified: 1) manifestations of humour in the kindergarten that are not related to art activities; 2) humorous commentaries on creative activities; 3) visual form of humour in kindergarten; 4) art activity as a form of humour.
The categories were further interpreted and specified for art activities of pre-schoolers. With the support of the interpretation of the research findings, contribution and potential of humour for art education in kindergarten were determined.