Observe whether the child: understands humour, e.g. nonsense rhymes, jokes.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
The child smiles or laughs at obvious silliness (funny voices, exaggerated actions) and sometimes joins in when an adult signals that something is funny.
What you might see
When an adult says a deliberate silly word in a familiar rhyme, the child looks puzzled and does not react as if it is funny.
When told a simple joke, the child responds with a serious literal answer and does not show amusement.
When others laugh at something silly, the child watches but does not join in and may ask “Why?” without understanding.
The child laughs when an adult uses a funny voice or exaggerated expression during a story.
The child smiles or giggles when an adult pretends to mix up an object name (calling a shoe a ‘hat’) and then repeats the ‘mistake’ after a cue.
The child joins laughter after looking at the adult’s face for a cue that the moment is playful.
Expected
On track
The child understands simple nonsense rhymes or ‘silly mistakes’ in familiar songs/stories and shows amusement, sometimes correcting and then laughing.
What you might see
During a familiar rhyme, the child laughs when an adult swaps a word (“Twinkle, twinkle little… banana”) and may correct it.
The child repeats a learned ‘joke’ phrase in a playful tone (e.g., “Knock knock!”) even if the format is incomplete.
The child shows amused surprise at nonsense sequences in a story and asks for “again” or repeats the funny part.
Exceeding
Going further
The child understands common joke formats and language play (silly word substitutions, simple riddles) and uses humour appropriately in social interaction.
What you might see
The child tells a simple joke with an expected ‘punchline’ (even if basic) and watches for the listener’s reaction.
The child laughs at and comments on incongruity in a story (“That’s silly—cats don’t drive!”).
The child uses humour to engage others (making a funny sound/word on purpose) and pauses to see if peers respond.
The child invents a new silly rhyme or changes multiple words in a familiar song to make it funny.
The child adjusts their humour when someone doesn’t like it (stops, changes topic, or offers a different playful idea).
The child helps a peer join the humour by explaining the ‘silly bit’ or inviting them to repeat the funny line.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Storytime: read a familiar book and deliberately swap a key word once (“The bear ate the… sock!”). Notice whether your child recognises the silliness and reacts as if it’s funny.
Car ride / walk: play a ‘silly naming’ game (call objects by the wrong name, then correct). Notice whether your child laughs and/or joins in with their own silly substitutions.
Mealtime: tell a very simple joke or riddle (e.g., “What do you call a sleeping dinosaur?”) and watch whether your child anticipates a playful answer rather than taking it literally.
Bath time: make a nonsense rhyme with your child’s name and a made-up word; notice whether they enjoy the sound pattern and try to repeat or extend it.
Play with peers/siblings: observe whether your child uses humour to connect (shares a funny line, repeats a silly action) and checks the other person’s reaction.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012), Department for Education (DfE).
The construct is framework-native and positions humour understanding as part of language comprehension and shared meaning-making in 40–60 months.
Developmental research
McGhee, P. E. (1979). Humor: Its Origin and Development. San Francisco: W. H. Freeman.
Humour development involves recognising incongruity and participating in playful language routines, aligning with the construct’s focus on jokes and nonsense rhymes.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
The child rarely shows that they ‘get’ jokes or nonsense; they may look confused or respond literally without amusement.
When an adult says a deliberate silly word in a familiar rhyme, the child looks puzzled and does not react as if it is funny.
When told a simple joke, the child responds with a serious literal answer and does not show amusement.
When others laugh at something silly, the child watches but does not join in and may ask “Why?” without understanding.
Emerging
The child smiles or laughs at obvious silliness (funny voices, exaggerated actions) and sometimes joins in when an adult signals that something is funny.
The child laughs when an adult uses a funny voice or exaggerated expression during a story.
The child smiles or giggles when an adult pretends to mix up an object name (calling a shoe a ‘hat’) and then repeats the ‘mistake’ after a cue.
The child joins laughter after looking at the adult’s face for a cue that the moment is playful.
Developing
The child understands simple nonsense rhymes or ‘silly mistakes’ in familiar songs/stories and shows amusement, sometimes correcting and then laughing.
During a familiar rhyme, the child laughs when an adult swaps a word (“Twinkle, twinkle little… banana”) and may correct it.
The child repeats a learned ‘joke’ phrase in a playful tone (e.g., “Knock knock!”) even if the format is incomplete.
The child shows amused surprise at nonsense sequences in a story and asks for “again” or repeats the funny part.
Secure
The child understands common joke formats and language play (silly word substitutions, simple riddles) and uses humour appropriately in social interaction.
The child tells a simple joke with an expected ‘punchline’ (even if basic) and watches for the listener’s reaction.
The child laughs at and comments on incongruity in a story (“That’s silly—cats don’t drive!”).
The child uses humour to engage others (making a funny sound/word on purpose) and pauses to see if peers respond.
Reflexive
The child plays with language to create their own jokes or nonsense rhymes, adapts humour to the audience, and uses humour to build and repair peer connection.
The child invents a new silly rhyme or changes multiple words in a familiar song to make it funny.
The child adjusts their humour when someone doesn’t like it (stops, changes topic, or offers a different playful idea).
The child helps a peer join the humour by explaining the ‘silly bit’ or inviting them to repeat the funny line.
