“Supporting Preschool Children with Concussions or Traumatic Brain Injuries (TBI) in Early Childhood Classrooms", published on 2/14/2025 by CBIRT researchers, discusses the impact of concussions or TBIs on preschool-aged children and the challenges educators face in identifying and managing these injuries. Using two case scenarios, it highlights the importance of early recognition, proper response, classroom accommodations, and collaboration with caregivers in supporting a child's recovery. Below are key points from the article:
- Understanding Traumatic Brain Injury (TBI) in Young Children:
- TBI is caused by external forces like falls, blows, or violent shaking.
- Diagnosis is challenging due to children's limited ability to communicate symptoms.
- Long-term effects may disrupt cognitive, social, and academic development.
- Importance of Timely Response:
- Young children often do not lose consciousness after a brain injury, making early recognition difficult.
- The brain's plasticity allows quicker physical recovery, but developmental disruptions may emerge later.
- Identifying symptoms early can prevent long-term cognitive and behavioral impairments.
- Signs of Concussion/TBI in Preschoolers:
- Symptoms can be physical (headaches, vomiting, balance issues), cognitive (difficulty concentrating, memory problems), behavioral (mood swings, irritability), sensory (light/noise sensitivity), and sleep-related (difficulty falling asleep, excessive drowsiness).
- Since young children struggle to describe symptoms, teachers must observe changes in behavior and functioning.
- Communicating with Preschoolers about TBIs:
- Use simple, child-friendly language (e.g., "Does your head feel ouchie?" instead of "Do you have a headache?").
- Visual aids, such as emotion charts and body diagrams, help children express discomfort.
- Social stories can educate children about symptoms and the importance of rest.
- Accommodations in the Classroom:
- Reduce strenuous activities to avoid re-injury.
- Simplify cognitive tasks and provide extra time to complete activities.
- Maintain a calm environment by minimizing noise and sensory overload.
- Collaboration with Caregivers:
- Inform parents about observed symptoms, even if the child appears fine initially.
- Provide written guidance on monitoring symptoms at home.
- Be culturally sensitive and provide translations if needed.
- Resources for Caregivers and Educators:
Organizations like the Brain Injury Association, CDC, and TBI Systems of Support offer educational materials and support services for teachers and families navigating a child’s recovery.
Early childhood educators take a critical role in identifying and responding to head injuries. By implementing proactive observation, effective communication strategies, and classroom accommodations, educators can support a child’s recovery and long-term well-being while working closely with caregivers.
Citation:
Le, T., Kunze, M., de la Cruz, B. & McCart, M. (2025). Supporting preschool children with concussions or traumatic brain injuries in early childhood classrooms. Early Childhood Education Journal. https://doi.org/10.1007/s10643-025-01876-0
