[一项关于5至10岁儿童夜间睡眠时间及时间表与其年龄和社会经济环境关系的比较研究]

Clarisse R, Testu F, Maintier C, Alaphilippe D, Le Floc'h N, Janvier B

Laboratoire de psychologie expérimentale, U.P.R.E.S.-EA. 2114, vieillissement et développement adulte : cognition, Rythmicité, adaptation, Université François Rabelais, 3, rue des tanneurs, BP 4103, 37041 Tours cedex 1, France.

Arch Pediatr. 2004 Feb;11(2):85-92. doi: 10.1016/j.arcped.2003.11.007.

AIM

This study was conducted on a sample of 644 pupils between the ages of five and ten years at school in the Orléans-Tours education authority with the aim of studying the nocturnal sleep duration and timetable of young children according to age and socio-economic environment.

METHOD

In order to find out about children's sleeping habits (duration, time of going to bed and getting up, and weekly variations) a standard grid was used to carry out a cross-sectional survey in the children's families. This was filled in each day from Monday to Sunday during the same school week for all the children.

RESULTS

Sleep duration decreased with age from maternelle to CM2 (nursery to last year of primary education). Data relating to sleep duration from CE2 (third year of primary school - 8-year-old -) showed differences according to whether the school belonged to an Educational Priority Zone (EPZ) or not. It was noticed that between five- and ten-year-old children from EPZ lost 62 minutes of sleep, whereas those not from EPZ only lost 29 minutes. These results would suggest that in addition to developmental factors, environmental factors also play a role in sleep duration. The differences observed were due to later bed times for children from EPZ. Weekly variations in sleep were generally very similar for all the children. At the weekend all the children tended to go to bed later, however this was more noticeable Saturday night for children not living in EPZ. Children slept the longest on Tuesday night due to the fact they got up later Wednesday morning (Wednesday is a day off in the majority of French schools). However, children from the age of nine (CM1 - forth year of primary education -) in EPZ did not benefit from this recuperation time, as they went to bed later but still got up early the next morning.

CONCLUSION

This study showed that in addition to the physiological and developmental factors that influence children's sleep, the socio-economic context also plays a role. These results as a whole highlight the importance that practitioners and families should pay to maintaining a regularity in the child's routine and in the amount of sleep necessary at each age.

目的

本研究以奥尔良 - 图尔教育当局辖区内644名5至10岁在校学生为样本，旨在根据年龄和社会经济环境研究幼儿的夜间睡眠时间和时间表。

方法

为了解儿童的睡眠习惯（时长、上床睡觉和起床时间以及每周变化情况），使用标准表格在儿童家庭中进行横断面调查。在同一学校周内，从周一至周日，每天为所有儿童填写该表格。

结果

从幼儿园到小学五年级（幼儿园至小学教育最后一年），睡眠时间随年龄增长而减少。小学三年级（8岁）学生的睡眠时间数据显示，学校是否属于教育优先区（EPZ）存在差异。注意到来自教育优先区的5至10岁儿童少睡62分钟，而那些非教育优先区的儿童仅少睡29分钟。这些结果表明，除了发育因素外，环境因素也对睡眠时间有影响。观察到的差异是由于教育优先区儿童上床睡觉时间较晚。所有儿童的睡眠每周变化通常非常相似。在周末，所有儿童往往上床睡觉时间更晚，然而对于不住在教育优先区的儿童来说，周六晚上这种情况更明显。儿童在周二晚上睡得最长，因为他们周三早上起床较晚（周三在大多数法国学校是休息日）。然而，教育优先区内9岁（小学四年级）的儿童并未受益于这段恢复时间，因为他们上床睡觉时间较晚，但第二天早上仍早起。