The Usability of Meaningless Reduplications in Cartoons in the Context of Their Role in Conveying Emotions and Thoughts in Children: The Fu-Fu Example

Abstract

In language development, children learn by imitating the sounds, words, and expressions they hear in their environment. This study examines the processes by which children learn by imitating the sounds and expressions they hear in their environment during language development. Even though children may not fully grasp the meaning of some words, they can develop their language skills by using ‘meaningless reduplications’, which are notable for their rhythmic and melodic structure. Meaningless reduplications are sound combinations that, while generally not meaningful, play a significant role in children's language learning processes through musicality and repetition. For example, expressions like ‘fu-fu’ are called ‘meaningless reduplications’ because they lack a specific meaning, yet they can have positive effects on language development. This study examines the use of nonsensical doublings in cartoons and their effects on children's emotional expression, language development, and creative thinking skills. It has been demonstrated that nonsensical doublings expand children's vocabulary, help them understand the rhythmic structure of language, and support creative thinking processes. It is also emphasized that these doublings strengthen children's emotional expressions and enable them to communicate their emotional states more effectively. It is clear that the use of such doublings in cartoons significantly contributes to children's language and emotional development. The research, based on various linguistic and psychological studies conducted worldwide, comprehensively examines the effects of nonsensical doublings on developing children's perception and communication skills. The methodology of this research is based on document analysis, a qualitative research method. Document analysis involves the process of gathering information through the systematic examination of existing documents and materials. The research population was determined as ‘language development in children’ and ‘auditory and visual communication tools’, and within this framework, ‘meaningless reduplications’ and ‘cartoons’ were selected as samples. This method allows for an in-depth examination of the role of meaningless reduplications in children's language development and the effects of language use in cartoons, enriched by existing literature. Thus, the dynamics of children's language development and the effects of communication tools are revealed.