Journal article
Early childhood profiles of sleep problems and self-regulation predict later school adjustment
British Journal of Educational Psychology, Vol.86(2), pp.331-350
06/2016
PMID: 26918668
Metrics
15 Record Views
UN Sustainable Development Goals (SDGs)
This output has contributed to the advancement of the following goals:
Source: InCites
Abstract
Background. Children's sleep problems and self-regulation problems have been independently associated with poorer adjustment to school, but there has been limited exploration of longitudinal early childhood profiles that include both indicators.
Aims. This study explores the normative developmental pathway for sleep problems and self-regulation across early childhood and investigates whether departure from the normative pathway is associated with later social–emotional adjustment to school.
Sample. This study involved 2,880 children participating in the Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) – Infant Cohort from Wave 1 (0–1 years) to Wave 4 (6–7 years).
Method. Mothers reported on children's sleep problems, emotional, and attentional self-regulation at three time points from birth to 5 years. Teachers reported on children's social–emotional adjustment to school at 6–7 years. Latent profile analysis was used to establish person-centred longitudinal profiles.
Results. Three profiles were found. The normative profile (69%) had consistently average or higher emotional and attentional regulation scores and sleep problems that steadily reduced from birth to 5 years. The remaining 31% of children were members of two non-normative self-regulation profiles, both characterized by escalating sleep problems across early childhood and below mean self-regulation. Non-normative group membership was associated with higher teacher-reported hyperactivity and emotional problems, and poorer classroom self-regulation and prosocial skills.
Conclusion. Early childhood profiles of self-regulation that include sleep problems offer a way to identify children at risk of poor school adjustment. Children with escalating early childhood sleep problems should be considered an important target group for school transition interventions.
Details
- Title
- Early childhood profiles of sleep problems and self-regulation predict later school adjustment
- Creators
- Kate E Williams - Queensland University of TechnologyJan M Nicholson - Queensland University of TechnologySue Walker - Queensland University of TechnologyDonna Berthelsen - Queensland University of Technology
- Publication Details
- British Journal of Educational Psychology, Vol.86(2), pp.331-350
- Publisher
- John Wiley & Sons Ltd.
- Grant note
- Excellence in Research in Early Years Education Collaborative Research Network Australian Government's Collaborative Research Networks (CRN) Programme Roberta Holmes Transition to Contemporary Parenthood Program
- Identifiers
- 991013006397202368
- Copyright
- © 2016 The British Psychological Society
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Journal article