Prevention Strategies to Enhance Young Children's Sleep Development

健康的睡眠对儿童的发展至关重要。睡眠问题(如晚睡、睡眠不足、 睡眠模式不一致)会导致认知受损、行为困难、学习成绩下降 表现，并增加患肥胖症的风险。养成健康的睡眠习惯尤为重要 对于4-6岁的孩子来说，当他们从多变的学前环境过渡到更多的 有条理的小学环境。然而，很少有研究利用两者之间的独特伙伴关系 教师和家长在防止儿童睡眠不佳方面的作用。因此，需要创新战略来瞄准 健康的睡眠发育--这可能会在多个领域提供好处，最终提高儿童的 睡眠行为和白天在课堂上的功能(例如，注意力、破坏性行为、亲社会行为)。 这个项目建立在发展生态过渡到幼儿园的模式上，该模式假设 跨环境(例如，家庭和学校)的支持性一致性对于儿童在过渡期间的幸福至关重要 进了学校。在轨道干预发展框架的指导下，系统地共同发展一所学校和 与主要利益相关者(幼儿园教师和家长)进行的家庭睡眠促进干预，这 该项目通过教师和家长焦点小组(AIM)完善了对幼儿园儿童的睡眠促进干预 1)，在单组设计(目标2，n=1所学校)和试点中测试概念验证的干预策略 在随机对照试验(目标3，n=4)中测试效果的可行性、可接受性和初步信号 学校)。在目标2和目标3中，收集关于可行性和可接受性的数据(通过观察和自我报告)， 儿童睡眠(通过戴在手腕上的加速计)和儿童课堂行为(通过教师报告)。该项目将 为开发全功率试验提供关键数据，旨在同时改善儿童的 入学前后的睡眠和社交情绪幸福感。

Healthy sleep is pivotal for children’s development. Sleep problems (i.e., late bedtime, insufficient sleep, inconsistent sleep patterns) can lead to impaired cognition, behavioral difficulties, decrement in academic performance, and increased risk of developing obesity. Developing healthy sleep habits is especially important for 4–6-year-olds as routines shift when children transition from variable preschool environments to a more structured elementary school setting. However, few studies have harnessed the unique partnerships between teachers and parents in preventing suboptimal child sleep. Therefore, innovative strategies are needed to target healthy sleep development – which may provide benefit across multiple domains ultimately enhancing children’s sleep behavior and daytime functioning in the classroom (e.g., attention, disruptive behavior, prosocial behavior). This project builds upon the Developmental Ecological Transition to Kindergarten model, which posits that supportive alignment across settings (i.e., home and school) is essential for child well-being during transitions into school. Guided by the ORBIT intervention development framework to systematically co-develop a schooland home-based sleep promotion intervention with key stakeholders (kindergarten teachers and parents), this project refines a sleep promotion intervention for kindergarten children via teacher and parent focus groups (Aim 1), tests the intervention strategies for proof-of-concept in a single group design (Aim 2, n=1 school), and pilot tests the feasibility, acceptability, and preliminary signal of effect in a randomized controlled trial (Aim 3, n=4 schools). In Aims 2 and 3, data are collected on feasibility and acceptability (via observation and self-report), child sleep (via wrist-worn accelerometry), and child classroom behavior (via teacher report). The project will provide critical data for the development of a fully powered trial designed to simultaneously improve children’s sleep and social-emotional well-being around the time of school entry.