Correlates of naptime behaviors in preschool aged children

Simon S Smith,1 Shannon L Edmed,1 Sally L Staton,1 Cassandra L Pattinson,2 Karen J Thorpe11Institute for Social Science Research (ISSR), The University of Queensland, Brisbane, QLD, Australia; 2Brain Tissue and Injury Branch, National Institute of Nursing Research, National Institutes of Health, Bet...

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Autores principales:	Smith SS, Edmed SL, Staton SL, Pattinson CL, Thorpe KJ
Formato:	article
Lenguaje:	EN
Publicado:	Dove Medical Press 2019
Materias:	napping children’s sleep sleep behavior early childhood Psychiatry RC435-571 Neurophysiology and neuropsychology QP351-495
Acceso en línea:	https://doaj.org/article/bda63d059e774f648ecd9434a173e64d
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spelling	oai:doaj.org-article:bda63d059e774f648ecd9434a173e64d2021-12-02T03:22:05ZCorrelates of naptime behaviors in preschool aged children1179-1608https://doaj.org/article/bda63d059e774f648ecd9434a173e64d2019-04-01T00:00:00Zhttps://www.dovepress.com/correlates-of-naptime-behaviors-in-preschool-aged-children-peer-reviewed-article-NSShttps://doaj.org/toc/1179-1608Simon S Smith,1 Shannon L Edmed,1 Sally L Staton,1 Cassandra L Pattinson,2 Karen J Thorpe11Institute for Social Science Research (ISSR), The University of Queensland, Brisbane, QLD, Australia; 2Brain Tissue and Injury Branch, National Institute of Nursing Research, National Institutes of Health, Bethesda, MD, USAPurpose: Major changes in the timing, duration, and function of sleep occur during childhood. These changes include the transition from habitual napping to infrequent napping. This transition is likely to reflect, at least in part, neurocognitive development. This study sought to identify factors that discriminate between four groups of children with different teacher-reported responses to naptime in childcare: those who nap (nappers), sometimes nap (transitioners), do not nap (resters), and neither nap, nor lie still (problem nappers).Methods: Standardized observations of sleep and sleep behaviors, daytime behaviors across a number of domains, and direct neurocognitive assessment of 158 preschool aged children (aged 49–72 months; 54% male) attending childcare centers in Queensland (QLD), Australia, were adopted as part of a large longitudinal study of early childhood, the Effective Early Education Experiences (E4Kids) study. Discriminant function analysis was used to examine how age, parent education, nighttime sleep duration, cognitive functioning, behavior problems, and temperament differentiated the four groups.Results: Three discriminant functions were identified and defined as maturation (strong loadings of nighttime sleep duration, cognitive function, and age), socioeconomic status (parental education), and behavioral problems (externalizing behavior, temperament, and internalizing behavior). These functions accounted for 62.9%, 32.6%, and 4.5% of the between-groups variance, respectively. Children defined as nappers (n=44) had significantly shorter duration of nighttime sleep, were younger, and had lower cognitive functioning scores than did other groups. Problem nappers, (n=25) were more likely to have parents with lower levels of education than did transitioners (n=41). Standard behavior and temperament measures did not significantly differentiate the groups.Conclusion: The findings support an interaction between cognitive development, sleep behaviors, and the individual needs and circumstances of children. Further research in this area could make a strong contribution to theory and practice in early childhood education, and a strong contribution to understanding of children’s development.Keywords: napping, children’s sleep, sleep behavior, early childhoodSmith SSEdmed SLStaton SLPattinson CLThorpe KJDove Medical Pressarticlenappingchildren’s sleepsleep behaviorearly childhoodPsychiatryRC435-571Neurophysiology and neuropsychologyQP351-495ENNature and Science of Sleep, Vol Volume 11, Pp 27-34 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	napping children’s sleep sleep behavior early childhood Psychiatry RC435-571 Neurophysiology and neuropsychology QP351-495
spellingShingle	napping children’s sleep sleep behavior early childhood Psychiatry RC435-571 Neurophysiology and neuropsychology QP351-495 Smith SS Edmed SL Staton SL Pattinson CL Thorpe KJ Correlates of naptime behaviors in preschool aged children
description	Simon S Smith,1 Shannon L Edmed,1 Sally L Staton,1 Cassandra L Pattinson,2 Karen J Thorpe11Institute for Social Science Research (ISSR), The University of Queensland, Brisbane, QLD, Australia; 2Brain Tissue and Injury Branch, National Institute of Nursing Research, National Institutes of Health, Bethesda, MD, USAPurpose: Major changes in the timing, duration, and function of sleep occur during childhood. These changes include the transition from habitual napping to infrequent napping. This transition is likely to reflect, at least in part, neurocognitive development. This study sought to identify factors that discriminate between four groups of children with different teacher-reported responses to naptime in childcare: those who nap (nappers), sometimes nap (transitioners), do not nap (resters), and neither nap, nor lie still (problem nappers).Methods: Standardized observations of sleep and sleep behaviors, daytime behaviors across a number of domains, and direct neurocognitive assessment of 158 preschool aged children (aged 49–72 months; 54% male) attending childcare centers in Queensland (QLD), Australia, were adopted as part of a large longitudinal study of early childhood, the Effective Early Education Experiences (E4Kids) study. Discriminant function analysis was used to examine how age, parent education, nighttime sleep duration, cognitive functioning, behavior problems, and temperament differentiated the four groups.Results: Three discriminant functions were identified and defined as maturation (strong loadings of nighttime sleep duration, cognitive function, and age), socioeconomic status (parental education), and behavioral problems (externalizing behavior, temperament, and internalizing behavior). These functions accounted for 62.9%, 32.6%, and 4.5% of the between-groups variance, respectively. Children defined as nappers (n=44) had significantly shorter duration of nighttime sleep, were younger, and had lower cognitive functioning scores than did other groups. Problem nappers, (n=25) were more likely to have parents with lower levels of education than did transitioners (n=41). Standard behavior and temperament measures did not significantly differentiate the groups.Conclusion: The findings support an interaction between cognitive development, sleep behaviors, and the individual needs and circumstances of children. Further research in this area could make a strong contribution to theory and practice in early childhood education, and a strong contribution to understanding of children’s development.Keywords: napping, children’s sleep, sleep behavior, early childhood
format	article
author	Smith SS Edmed SL Staton SL Pattinson CL Thorpe KJ
author_facet	Smith SS Edmed SL Staton SL Pattinson CL Thorpe KJ
author_sort	Smith SS
title	Correlates of naptime behaviors in preschool aged children
title_short	Correlates of naptime behaviors in preschool aged children
title_full	Correlates of naptime behaviors in preschool aged children
title_fullStr	Correlates of naptime behaviors in preschool aged children
title_full_unstemmed	Correlates of naptime behaviors in preschool aged children
title_sort	correlates of naptime behaviors in preschool aged children
publisher	Dove Medical Press
publishDate	2019
url	https://doaj.org/article/bda63d059e774f648ecd9434a173e64d
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Correlates of naptime behaviors in preschool aged children

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