Falling: An existential experience in early childhood

Abstract

In this article, falling is considered as an existential bodily experience of the youngest children, aged one to three. No toddler can avoid falling; it is simply a condition of being bodily situated in the world. Active toddlers are falling toddlers, but even though the struggle with gravity appears to play a crucial role in the everyday lives of young children, it has been only a limited subject in early childhood research. Therefore, the authors examine the phenomenon of falling on the basis of empirical material collected in a focused ethnographic study carried out in two Danish nurseries. The findings are presented as a kind of typology, which includes analyses of five different fallings situations that were observed and videotaped in planned physical education activities. From an existential point of view, falling can be characterized as a negative experience with which the toddler must reconcile as a consequence of participating in movement activities. Even though it often starts as negative, falling seems to develop productive qualities, such as increased body consciousness or basic wakefulness. Physical active toddlers soon become experienced fallers, and this expertise makes it possible to use falling as a motor skill in playing situations or as a tool for communication. The authors use an existential framework to highlight and discuss the productive qualities of falling with the purpose of making it explicit for work in early childhood education.