Sleep across early childhood: implications for internalizing and externalizing problems, socioemotional skills, and cognitive and academic abilities in preschool.
Sleep across early childhood: implications for internalizing and externalizing problems, socioemotional skills, and cognitive and academic abilities in preschool.
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DOI：
10.1111/jcpp.13225
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发表时间：
2020-10
期刊：
影响因子：
--
通讯作者：
Molfese VJ
中科院分区：
文献类型：
--
作者：
Hoyniak CP;Bates JE;McQuillan ME;Staples AD;Petersen IT;Rudasill KM;Molfese VJ
睡眠被认为对行为和认知发展很重要。然而，以前关于睡眠在行为/认知发展中的作用的研究大多依赖于自我报告的测量和横断面设计。目前的研究探讨了如何早期儿童睡眠，测量活动，是发展与儿童功能在54个月。重点是在幼儿园的功能，一个关键的设置为精神病理学的出现。参与者包括119名儿童在30，36，42和54个月时进行纵向评估。我们研究了儿童睡眠与三个领域的适应之间的相关性：行为适应（即，内化和外化问题）、社会情感技能和学术/认知能力。我们进一步探讨了与生长曲线建模的一致性。内化问题与睡眠变异性有关，认知和学术能力与睡眠时间有关。生长曲线分析表明，30个月时睡眠变化较大的儿童在学前班有较高的教师报告的内化问题，而30个月时睡眠时间较晚的儿童在54个月时的认知和学术技能较差。然而，从30到54个月的睡眠变化与任何调整领域都无关。研究结果表明，客观测量的睡眠变异性和幼儿期的晚睡时间与学龄前儿童更高水平的内化问题和更差的学术/认知能力有关。
Sleep is thought to be important for behavioral and cognitive development. However, much of the prior research on sleep’s role in behavioral/cognitive development has relied upon self-report measures and cross-sectional designs. The current study examined how early childhood sleep, measured actigraphically, was developmentally associated with child functioning at 54 months. Emphasis was on functioning at preschool, a crucial setting for the emergence of psychopathology. Participants included 119 children assessed longitudinally at 30, 36, 42, and 54 months. We examined correlations between child sleep and adjustment across three domains: behavioral adjustment (i.e., internalizing and externalizing problems), socioemotional skills, and academic/cognitive abilities. We further probed consistent associations with growth curve modeling. Internalizing problems were associated with sleep variability, and cognitive and academic abilities were associated with sleep timing. Growth curve analysis suggested that children with more variable sleep at 30 months had higher teacher-reported internalizing problems in preschool and that children with later sleep timing at 30 months had poorer cognitive and academic skills at 54 months. However, changes in sleep from 30 to 54 months were not associated with any of the domains of adjustment. Findings indicate that objectively measured sleep variability and late sleep timing in toddlerhood are associated with higher levels of internalizing problems and poorer academic/cognitive abilities in preschool.
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影响因子：
8
作者：
Hiscock, Harriet;Canterford, Louise;Wake, Melissa
通讯作者：
Wake, Melissa
影响因子：
2.6
作者：
Beebe, Dean W.
通讯作者：
Beebe, Dean W.
影响因子：
4.6
作者：
Bernier, Annie;Beauchamp, Miriam H.;Carrier, Julie
通讯作者：
Carrier, Julie
DOI：
10.1097/00004703-199906000-00005
发表时间：
1999-06-01
影响因子：
2.4
作者：
Lavigne, JV;Arend, R;Weissbluth, M
通讯作者：
Weissbluth, M
影响因子：
2.9
作者：
Goodlin-Jones, Beth L.;Waters, Sara;Anders, Thomas F.
通讯作者：
Anders, Thomas F.