Early Childhood Profiles of Sleep Problems and Self-Regulation Predict Later School Adjustment

Autor/inn/en	Williams, Kate E.; Nicholson, Jan M.; Walker, Sue; Berthelsen, Donna
Titel	Early Childhood Profiles of Sleep Problems and Self-Regulation Predict Later School Adjustment
Quelle	In: British Journal of Educational Psychology, 86 (2016) 2, S.331-350 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12109
Schlagwörter	Sleep; Self Control; Student Adjustment; Profiles; Young Children; Longitudinal Studies; Foreign Countries; Mothers; Teachers; Attention Control; Hyperactivity; Emotional Problems; Interpersonal Competence; Australia + Suchen Sie Ihr Suchwort? Schlaf; Selbstbeherrschung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Charakterisierung; Profilanalyse; Frühe Kindheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Mother; Mutter; Lehrer; Lehrerin; Lehrende; Aufmerksamkeitstest; Hyperaktivität; Interpersonale Kompetenz; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01