Falling: An existential experience in early childhood

The study explores how falls are perceived as existential and bodily experiences for young children aged one to three years. It investigates how such experiences can contribute to children’s development of body awareness, motor skills, and risk assessment. The study also seeks to shed light on how educators can use the understanding of falls as a productive part of learning and movement play in early childhood.

The study identified five types of falls: falls as interruption, balancing practice, movement play, play, and communication. The results show that falls, although often experienced negatively, can contribute to the development of body awareness, risk assessment and motor skills. For example, children can learn to use falling as a motor skill or as a tool for play and social interaction. The researchers argue that educators should view falling as a productive part of children's learning and development, rather than merely as a risk.

The data collection included audiovisual observation through the use of GoPro cameras and mobile phones, supplemented by field notes and semi-structured interviews with four educators. The observations focus on children’s physical activities and interaction in movement situations. The data were analysed with particular attention to the creation of meaning through bodily movements and interactions.

Blume, M. F. W., & Mikkelsen, A. L. (2023). Falling: An existential experience in early childhood. Contemporary Issues in Early Childhood, 14639491231165292.