The use of humor in regulating the subjective experience of danger by younger schoolchildren

<p><strong>Context and relevance.</strong> The comic is an object of interdisciplinary research, which introduced the idea of the comic into psychology as a unity of cognitive and regulatory characteristics that allow the subject to perceive and understand contradictions in a situation of social interaction. <strong>Objective.</strong> To study the regulation of the subjective experience of danger by younger schoolchildren in a situation of violation of cultural norms through comic. <strong>Hypothesis.</strong> We assume that the comic, its formation in ontogenesis, allows us to judge the success of mastering a child of primary school age by his own mental activity. <strong>Methods and materials.</strong> The sample included 223 primary school students aged 7–11 years (M = 9,01; SD = 0,93): 112 boys and 111 girls The empirical study used content analysis of funny stories of younger schoolchildren, diagnostic tools for assessing the comic in younger schoolchildren "Sometimes it happens"(Certificate of state registration No. 2025611158 Russian Federation). <strong>Results.</strong> The study revealed that the number of rules of social interaction specified by younger schoolchildren depends on the degree of regulation of activities. Younger schoolchildren were more likely to offer comical options in less regulated activities, in situations of extracurricular interaction. <strong>Conclusions. </strong>Younger schoolchildren assessed the degree of danger of violating cultural norms: the realization that violating norms could lead to injury and punishment from an adult did not allow them to perceive the situation as comical. Following the cultural norm in the child's mind guarantees them a certain safety in situations of interaction with adults and peers in situations of violation of the cultural norm in the comic.</p>