Sleep Patterns and School Readiness of Pre-Kindergarteners from Racially and Ethnically Diverse, Low-Income Backgrounds - 01/12/22
, Deiby Mayaris Cubides Mateus, PhD 1, Jennifer LoCasale-Crouch, PhD 1, Daniel S. Lewin, PhD, DABSM, CBSM 2, Amanda P. Williford, PhD 1Abstract |
Objective |
To explore patterns in parent-reported child sleep health and to investigate connections between such patterns and school readiness for newly enrolled prekindergarten (PreK) attendees from racially and ethnically diverse, low-income backgrounds.
Study design |
In a secondary analysis from a larger multiple-cohort longitudinal observational study of prekindergartners in low-income families, parental reports of sleep health for 351 children (mean age, 52.8 ± 3.5 months) during the first month of PreK were analyzed. Children also had completed direct assessments measuring language, literacy, mathematics, and executive functioning, and teachers rated children's social–emotional–behavioral competencies and approaches to learning at PreK entry. We performed latent class analyses to identify patterns in sleep health and used regression models to examine concurrent associations between child sleep health patterns and school readiness competencies across 6 domains: language, literacy, mathematics, executive functioning, social–emotional–behavioral, and approaches to learning.
Results |
Two classes emerged reflecting more and less desirable patterns of sleep health. Children classified in the earlier, longer, consistent sleep health class (87% of children) experienced earlier bedtimes, longer night-time sleep durations, more consistent sleep routines, less caffeine consumption ≤3 hours before bedtime, and scored higher on a direct assessment of expressive vocabulary and on teacher-reported measures of social–emotional–behavioral competencies and learning approaches than their peers in the later, shorter, inconsistent sleep health class (13% of children).
Conclusions |
Consistent sleep routines and more optimal sleep health may serve as a protective mechanism for the language development, social–emotional–behavioral regulation, and approaches to learning of PreK from racially and ethnically diverse, low-income backgrounds. Clinician–parent discussions regarding optimal sleep health may provide key opportunities for targeted education that promotes school readiness skill development.
Le texte complet de cet article est disponible en PDF.Keywords : bedtime routines, sleep routines, pediatric sleep, school readiness, preschool
Abbreviations : AAP, AASM, CASC, EF, ERC, IEP, PLBS, PreK, T-CRS, WJ-III PV
Plan
| Research reported in this study was supported by the Eunice Kennedy Shriver National Institute of Child Health and Human Development of the National Institutes of Health under award number 2R01HD051498-06A1. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. Co-Principal Investigators: Jason T. Downer and Amanda P. Williford. The authors declare no conflicts of interest. |
Vol 251
P. 178-186 - décembre 2022 Retour au numéro
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