Bedtime routines child wellbeing & development

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Abstract

Background

Bedtime routines has shown important associations with areas associated with child wellbeing and development. Research into bedtime routines is limited with studies mainly focusing on quality of sleep. The objectives of the present study were to examine the relationship between bedtime routines and a variety of factors associated with child wellbeing and to examine possible determinants of bedtime routines.

Methods

A total of 50 families with children between 3 and 5 years old took part in the study. Data on bedtime routines, parenting styles, school readiness, children’s dental health, and executive function were collected.

Results

Children in families with optimal bedtime routines showed better performance in terms of executive function, specifically working memory (t (44)= − 8.51, p ≤ .001), inhibition and attention (t (48)= − 9.70, p ≤ .001) and cognitive flexibility (t (48)= − 13.1, p ≤ .001). Also, children in households with optimal bedtime routines scored higher in their readiness for school (t (48)= 6.92, p ≤ .001) and had better dental health (U = 85.5, p = .011). Parents in households with suboptimal bedtime routines showed worse performance on all measures of executive function including working memory (t (48)= − 10.47, p ≤ .001), inhibition-attention (t (48)= − 10.50, p ≤ .001) and cognitive flexibility (t (48)= − 13.6, p ≤ .001). Finally, parents with optimal bedtime routines for their children deployed a more positive parenting style in general (i.e. authoritative parenting) compared to those with suboptimal bedtime routines (t (48)= − 6.45, p ≤ .001).

Conclusion

The results of the present study highlight the potentially important role of bedtime routines in a variety of areas associated with child wellbeing and the need for further research.

Electronic supplementary material

The online version of this article (10.1186/s12889-018-5290-3) contains supplementary material, which is available to authorized users.

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Most cited references 23

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The Nature and Organization of Individual Differences in Executive Functions: Four General Conclusions.

Akira Miyake, Naomi Friedman (2012)

Executive functions (EFs)-a set of general-purpose control processes that regulate one's thoughts and behaviors-have become a popular research topic lately and have been studied in many subdisciplines of psychological science. This article summarizes the EF research that our group has conducted to understand the nature of individual differences in EFs and their cognitive and biological underpinnings. In the context of a new theoretical framework that we have been developing (the unity/diversity framework), we describe four general conclusions that have emerged from our research. Specifically, we argue that individual differences in EFs, as measured with simple laboratory tasks, (1) show both unity and diversity (different EFs are correlated yet separable); (2) reflect substantial genetic contributions; (3) are related to various clinically and societally important phenomena; and (4) show some developmental stability.

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Individual differences in executive functions are almost entirely genetic in origin.

Naomi Friedman, Akira Miyake, Susan Young … (2008)

Recent psychological and neuropsychological research suggests that executive functions--the cognitive control processes that regulate thought and action--are multifaceted and that different types of executive functions are correlated but separable. The present multivariate twin study of 3 executive functions (inhibiting dominant responses, updating working memory representations, and shifting between task sets), measured as latent variables, examined why people vary in these executive control abilities and why these abilities are correlated but separable from a behavioral genetic perspective. Results indicated that executive functions are correlated because they are influenced by a highly heritable (99%) common factor that goes beyond general intelligence or perceptual speed, and they are separable because of additional genetic influences unique to particular executive functions. This combination of general and specific genetic influences places executive functions among the most heritable psychological traits. These results highlight the potential of genetic approaches for uncovering the biological underpinnings of executive functions and suggest a need for examining multiple types of executive functions to distinguish different levels of genetic influences. (c) 2008 APA, all rights reserved

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School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.

Clancy Blair (2002)

The author examines the construct of emotionality, developmental relations between cognition and emotion, and neural plasticity and frontal cortical functioning and proposes a developmental neurobiological model of children's school readiness. Direct links are proposed among emotionality, use-dependent synaptic stabilization related to the prefrontal cortex, the development of executive function abilities, and academic and social competence in school settings. The author considers research on the efficacy of preschool compensatory education in promoting school readiness and recommends that programs expand to include curricula directly addressing social and emotional competence. Research should focus on the ontogeny of self-regulation and successful adaptation to the socially defined role of student, the development of prevention research programs to reflect this orientation, and interdisciplinary collaborations that integrate scientific methods and questions in the pursuit of comprehensive knowledge of human developmental processes.

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Author and article information

Contributors

George Kitsaras:

ORCID: http://orcid.org/0000-0002-1631-1730

George.kitsaras@postgrad.manchester.ac.uk

Michaela Goodwin: Michaela.goodwin@manchester.ac.uk

Julia Allan: j.allan@abdn.ac.uk

Michael P. Kelly: mk744@medschl.cam.ac.uk

Iain A. Pretty: Iain.a.pretty@manchester.ac.uk

Journal

Journal ID (nlm-ta): BMC Public Health

Journal ID (iso-abbrev): BMC Public Health

Title: BMC Public Health

Publisher: BioMed Central (London )

ISSN (Electronic): 1471-2458

Publication date (Electronic): 21 March 2018

Publication date PMC-release: 21 March 2018

Publication date Collection: 2018

Volume: 18

Electronic Location Identifier: 386

Affiliations

[1 ]ISNI 0000000121662407, GRID grid.5379.8, Dental Health Unit, Division of Dentistry, , The University of Manchester, ; Manchester, UK

[2 ]ISNI 0000 0004 1936 7291, GRID grid.7107.1, Institute of Applied Health Sciences, , University of Aberdeen, ; Aberdeen, UK

[3 ]ISNI 0000000121885934, GRID grid.5335.0, Department of Public Health and Primary Care, , University of Cambridge, ; Cambridge, UK

Author information

George Kitsaras http://orcid.org/0000-0002-1631-1730

Article

Publisher ID: 5290

DOI: 10.1186/s12889-018-5290-3

PMC ID: 5861615

PubMed ID: 29562892

SO-VID: c9579625-6124-4055-b841-600839ad2141

License:

Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

History

Date received : 6 October 2017

Date accepted : 11 March 2018

Custom metadata

ScienceOpen disciplines: Public health

Keywords: child,bedtime,parenting,school readiness,dental caries,executive function

Data availability:

ScienceOpen disciplines: Public health

Keywords: child, bedtime, parenting, school readiness, dental caries, executive function

Bedtime routines child wellbeing & development

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Most cited references 23

The Nature and Organization of Individual Differences in Executive Functions: Four General Conclusions.

Individual differences in executive functions are almost entirely genetic in origin.

School readiness. Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry.

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