Prevention Strategies to Enhance Young Children's Sleep Development

健康的睡眠对儿童的发育至关重要。睡眠问题（即，晚睡，睡眠不足， 不一致的睡眠模式）可导致认知受损、行为困难、学业成绩下降、 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，当孩子们从可变的学前环境过渡到一个更 结构化的小学环境。然而，很少有研究利用了 教师和家长在防止儿童睡眠不足。因此，需要创新战略， 健康的睡眠发展-这可能会在多个领域提供好处，最终提高儿童的 在教室中的睡眠行为和日间功能（例如，注意力、破坏性行为、亲社会行为）。 该项目建立在发展生态过渡到幼儿园模式的基础上，该模式假定， 跨设置的支持性对齐（即，家庭和学校）对过渡时期儿童的福祉至关重要 去上学在轨道干预发展框架的指导下，系统地共同发展一所学校， 家庭为基础的睡眠促进干预与关键利益相关者（幼儿园教师和家长），这 一个项目通过教师和家长焦点小组改进了幼儿园儿童的睡眠促进干预（Aim 1），测试干预策略的概念验证在一个单一的组设计（目标2，n=1所学校），和试点 在一项随机对照试验（目标3，n=4）中检验可行性、可接受性和初步效应信号 学校）。在目标2和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（通过腕戴式加速度计）和儿童课堂行为（通过教师报告）。该项目将 为开发一项充分有效的试验提供关键数据， 睡眠和社会情绪健康在入学前后。

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.