What parents want: parent preference regarding sleep for their preschool child when attending early care and education

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• 作者：Dominique Sinclair ; MEdDev Psych^a ; Sally Staton ; PhD^a ; ^b ; ^c ; Simon S. Smith ; PhD^a ; ^b ; ^c ; ^d ; Cassandra L. Pattinson ; BPsych Science^a ; ^b ; ^c ; Annette Marriott ; MEdDev Psych^a ; Karen Thorpe ; PhD^a ; ^b ; ^c ; ^{k.thorpe@qut.edu.au" class="auth_mail" title="E-mail the corresponding author}
• 关键词：Sleep ; Nap ; Childcare ; ECE ; Parents ; Families
• 刊名：Sleep Health
• 出版年：2016
• 出版时间：March 2016
• 年：2016
• 卷：2
• 期：1
• 页码：12-18
• 全文大小：250 K

文摘

While most children cease napping between the ages of 2 and 5 years, across a range of international settings the allocation of a mandatory naptime is a common feature of the daily routine in Early Care and Education (ECE) programs for children of this age. Evidence regarding the developmental effects of napping is limited but, beyond age 2, is consistently associated with delayed night sleep onset and increased number of awakenings.

Objectives

The present study examined parent preferences towards napping in ECE.

Methods

Participants were 750 parents of preschool-aged children attending a representative sample of Australian ECE programs across metropolitan, regional and rural sites in 2011. We analysed quantitative and open-ended questionnaire data from a large, longitudinal study of the effectiveness of Australian early education programs (E4Kids). Statistical analyses examined prevalence of parent preference for sleep and demographic correlates. Thematic analyses were employed to identify parents' rationale for this preference.

Results

The majority of parents (78.7%) preferred that their children did not regularly sleep while attending ECE. The dominant explanation provided by parents was that regular naps were no longer appropriate and adversely impacted their children's health and development. Parents of younger children were more likely to support regular naps.

Conclusions

The results highlight a disjuncture between parent preferences and current sleep policy and practices in ECE. Further research is needed to establish evidence-based guidelines to support healthy sleep-rest practices in ECE. Such evidence will guide appropriate practice and support parent-educator communication regarding sleep and rest.