Supporting sleep in early care and education: an assessment of observed sleep times using a sleep practices optimality index

Sally Staton; Annette Marriott; Cassandra Pattinson; Simon Smith; Dominique Sinclair; Karen Thorpe

doi:10.1016/j.sleh.2015.12.005

Supporting sleep in early care and education: an assessment of observed sleep times using a sleep practices optimality index

Sleep Health. 2016 Mar;2(1):30-34. doi: 10.1016/j.sleh.2015.12.005. Epub 2016 Jan 18.

Authors

Sally Staton¹, Annette Marriott², Cassandra Pattinson³, Simon Smith⁴, Dominique Sinclair³, Karen Thorpe³

Affiliations

¹ Centre for Children's Health Research, Institute of Health and Biomedical Innovation, Queensland University of Technology, QLD, Australia. Electronic address: s.staton@qut.edu.au.
² School of Psychology and Counselling, Queensland University of Technology, QLD, Australia.
³ Centre for Children's Health Research, Institute of Health and Biomedical Innovation, Queensland University of Technology, QLD, Australia.
⁴ Centre for Children's Health Research, Institute of Health and Biomedical Innovation, Queensland University of Technology, QLD, Australia; Centre for Accident Research & Road Safety-Queensland, Institute for Health and Biomedical Innovation, Queensland University of Technology, QLD, Australia.

PMID: 29073449
DOI: 10.1016/j.sleh.2015.12.005

Abstract

Aim: The aim was to investigate whether the sleep practices in early childhood education (ECE) settings align with current evidence on optimal practice to support sleep.

Background: Internationally, scheduled sleep times are a common feature of daily schedules in ECE settings, yet little is known about the degree to which care practices in these settings align with the evidence regarding appropriate support of sleep.

Methods: Observations were conducted in 130 Australian ECE rooms attended by preschool children (Mean=4.9years). Of these rooms, 118 had daily scheduled sleep times. Observed practices were scored against an optimality index, the Sleep Environment and Practices Optimality Score, developed with reference to current evidence regarding sleep scheduling, routines, environmental stimuli, and emotional climate. Cluster analysis was applied to identify patterns and prevalence of care practices in the sleep time.

Results: Three sleep practices types were identified. Supportive rooms (36%) engaged in practices that maintained regular schedules, promoted routine, reduced environmental stimulation, and maintained positive emotional climate. The majority of ECE rooms (64%), although offering opportunity for sleep, did not engage in supportive practices: Ambivalent rooms (45%) were emotionally positive but did not support sleep; Unsupportive rooms (19%) were both emotionally negative and unsupportive in their practices.

Conclusions: Although ECE rooms schedule sleep time, many do not adopt practices that are supportive of sleep. Our results underscore the need for education about sleep supporting practice and research to ascertain the impact of sleep practices in ECE settings on children's sleep health and broader well-being.

Keywords: Childcare; Early childhood; Education; Environment; Napping; Practices; Sleep.