Preschooler Sleep Patterns Related to Cognitive and Adaptive Functioning

Keefe-Cooperman, Kathleen; Brady-Amoon, Peggy

doi:10.1080/10409289.2014.876701

Cited by 9 publications

(7 citation statements)

References 40 publications

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“…This prevalence rate aligns with previously reported rates of parentreported sleep problems in 4-to 5-year-old children (34%; Quach et al, 2012) and attentional regulation (28%) and emotional regulation problems (20%; Sanson et al, 2009). Differences in behavioural sleep problems across time were the most distinguishing feature of the profiles, supporting contemporary and growing evidence that sleep has an important role to play in social-emotional development in early childhood (Bernier, Carlson, Bordeleau, & Carrier, 2010;El-Sheikh & Sadeh, 2015;Keefe-Cooperman & Brady-Amoon, 2014;Quach et al, 2012;Sadeh et al, 2015). Specifically, 31% of children in this study fit a non-normative early childhood pattern of consistently poorer self-regulation and worsening sleep problems.…”

Section: Discussionsupporting

confidence: 88%

“…The extent to which children have developed and practised earlier skills in moderating their behaviour through processes of attentional and emotional regulation will influence their ability to adapt to the classroom environment (Blair & Raver, ) and develop prosocial skills (Blair et al ., ). The findings also reflect research that has linked shorter sleep duration and quality in preschool and middle childhood with hyperactivity (Keefe‐Cooperman & Brady‐Amoon, ), poorer performance on self‐regulation tasks (Touchette et al ., ), and impaired emotional and attentional regulation (Vriend et al ., ). Importantly this study suggests that escalating early childhood sleep problems along with problems with attentional and emotional regulation may together readily identify children in need of additional support.…”

Section: Discussionsupporting

confidence: 80%

“…Differences in behavioural sleep problems across time were the most distinguishing feature of the profiles, supporting contemporary and growing evidence that sleep has an important role to play in social–emotional development in early childhood (Bernier, Carlson, Bordeleau, & Carrier, ; El‐Sheikh & Sadeh, ; Keefe‐Cooperman & Brady‐Amoon, ; Quach et al ., ; Sadeh et al ., ). Specifically, 31% of children in this study fit a non‐normative early childhood pattern of consistently poorer self‐regulation and worsening sleep problems.…”

Section: Discussionsupporting

confidence: 64%

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Early childhood profiles of sleep problems and self‐regulation predict later school adjustment

Williams

Nicholson

Walker

et al. 2016

Brit J of Edu Psychol

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Section: Discussionsupporting

confidence: 88%

Section: Discussionsupporting

confidence: 80%

Section: Discussionsupporting

confidence: 64%

See 1 more Smart Citation

Early childhood profiles of sleep problems and self‐regulation predict later school adjustment

Williams

Nicholson

Walker

et al. 2016

Brit J of Edu Psychol

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“…The quality of evidence for longitudinal studies remained at “low”. Finally, of 11 cross-sectional studies, 7 reported null findings [ 38 , 51 , 55 , 70 – 73 ], 3 reported that shorter sleep duration was associated with poorer cognitive function [ 57 , 74 , 75 ], and 1 reported opposite associations [ 76 ]. The quality of evidence remained at “low” for the cross-sectional studies.…”

Section: Resultsmentioning

confidence: 99%

Systematic review of the relationships between sleep duration and health indicators in the early years (0–4 years)

et al. 2017

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BackgroundThe objective of this systematic review was to examine for the first time the associations between sleep duration and a broad range of health indicators in children aged 0 to 4 years.MethodsElectronic databases were searched with no limits on date or study design. Included studies (published in English or French) were peer-reviewed and met the a priori determined population (apparently healthy children aged 1 month to 4.99 years), intervention/exposure/comparator (various sleep durations), and outcome criteria (adiposity, emotional regulation, cognitive development, motor development, growth, cardiometabolic health, sedentary behaviour, physical activity, quality of life/well-being, and risks/injuries). The quality of evidence was assessed using the Grading of Recommendations Assessment, Development and Evaluation (GRADE) framework. Due to high levels of heterogeneity across studies, narrative syntheses were employed.ResultsA total of 69 articles/studies (62 unique samples) met inclusion criteria. Data across studies included 148,524 unique participants from 23 countries. The study designs were randomized trials (n = 3), non-randomized interventions (n = 1), longitudinal studies (n = 16), cross-sectional studies (n = 42), or longitudinal studies that also reported cross-sectional analyses (n = 7). Sleep duration was assessed by parental report in 70% of studies (n = 48) and was measured objectively (or both objectively and subjectively) in 30% of studies (n = 21). Overall, shorter sleep duration was associated with higher adiposity (20/31 studies), poorer emotional regulation (13/25 studies), impaired growth (2/2 studies), more screen time (5/5 studies), and higher risk of injuries (2/3 studies). The evidence related to cognitive development, motor development, physical activity, and quality of life/well-being was less clear, with no indicator showing consistent associations. No studies examined the association between sleep duration and cardiometabolic biomarkers in children aged 0 to 4 years. The quality of evidence ranged from “very low” to “high” across study designs and health indicators.ConclusionsDespite important limitations in the available evidence, longer sleep duration was generally associated with better body composition, emotional regulation, and growth in children aged 0 to 4 years. Shorter sleep duration was also associated with longer screen time use and more injuries. Better-quality studies with stronger research designs that can provide information on dose-response relationships are needed to inform contemporary sleep duration recommendations.Electronic supplementary materialThe online version of this article (10.1186/s12889-017-4850-2) contains supplementary material, which is available to authorized users.

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“…. , (Keefe-Cooperman & Brady-Amoon, 2014;Lavigne et al, 1999), (Yokomaku et al, 2008) (Goodlin- Jones, Tang, Liu, & Anders, 2009;Komada et al, 2011;Scharf, Demmer, Silver, & Stein, 2013;Whalen, Gilbert, Barch, Luby, & Belden, 2017) . (Cremone et al, 2017).…”

Section: -3mentioning

confidence: 99%

Relationships Among Sleep Problems, Executive Function and Social Behavior During the Preschool Period

신¹,

박²,

김³

et al. 2017

Korean J Child Stud

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This study examined the relationships among sleep problems, executive function and social behavior during the preschool period. In addition, the mediating role of executive function between sleep problems and social behavior was investigated. Methods: A total of 304 preschool children participated in this study. The data were collected through maternal reports. Results: First, preschoolers' sleep problems were found to be significantly related to overt aggression and prosocial behavior. Second, preschoolers with sleep problems displayed lower levels of executive function. Third, preschoolers' executive function was significantly associated with social behavior. Lastly, preschoolers' executive function fully mediated the relationship between sleep problems and overt aggression, and between sleep problems and prosocial behavior. That is, preschoolers' sleep problems had effects on overt aggression and prosocial behavior, only through the effects on executive function. Conclusion: This study contributes to the sleep literature by examining the role of executive function and emphasizes the importance of forming a healthy sleep habit during the preschool period.

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Preschooler Sleep Patterns Related to Cognitive and Adaptive Functioning

Cited by 9 publications

References 40 publications

Early childhood profiles of sleep problems and self‐regulation predict later school adjustment

Early childhood profiles of sleep problems and self‐regulation predict later school adjustment

Systematic review of the relationships between sleep duration and health indicators in the early years (0–4 years)

Relationships Among Sleep Problems, Executive Function and Social Behavior During the Preschool Period

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