Early childhood profiles of sleep problems and self-regulation predict later school adjustment

Kate E Williams; Jan M Nicholson; Sue Walker; Donna Berthelsen

doi:10.1111/bjep.12109

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Early childhood profiles of sleep problems and self-regulation predict later school adjustment

Journal article

Peer reviewed

Early childhood profiles of sleep problems and self-regulation predict later school adjustment

Kate E Williams, Jan M Nicholson, Sue Walker and Donna Berthelsen

British Journal of Educational Psychology, Vol.86(2), pp.331-350

2016

DOI: https://doi.org/10.1111/bjep.12109

PMID: 26918668

Abstract

self-regulation

school adjustment

sleep

early childhood

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
Authors: Kate E Williams (Corresponding Author) - Queensland University of Technology
Jan M Nicholson (Author) - Queensland University of Technology
Sue Walker (Author) - Queensland University of Technology
Donna Berthelsen (Author) - Queensland University of Technology
Publication details: British Journal of Educational Psychology, Vol.86(2), pp.331-350
Publisher: John Wiley & Sons Ltd.
DOI: 10.1111/bjep.12109
ISSN: 2044-8279
PMID: 26918668
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
Organisation Unit: School of Education and Tertiary Access
Language: English
Record Identifier: 99989897502621
Output Type: Journal article