Ravid Sarit, Afek Iris, Suraiya Suheir, Shahar Eli, Pillar Giora
Pediatric Department, Meyer Children's Hospital, Rambam Medical Center and Technion-Israel Institute of Technology, Haifa, Israel.
J Child Neurol. 2009 Jul;24(7):816-22. doi: 10.1177/0883073808330766. Epub 2009 Feb 2.
Every year, 7% to 15% of preschool children are found to be underqualified for first grade. We examined whether sleep disturbances are factors in school readiness and their association with neurocognitive skills and behavior. The population included 148 kindergarten students. The study group consisted of 50 students who were assessed by the educational authority as unready for first grade. Children who were scheduled to attend first grade (n = 98) were in the control group. All children/parents filled in a sleep questionnaire and underwent a week of actigraphic sleep/wake study as well as cognitive and behavioral assessments. Children in the study group had significantly shorter total sleep time, reduced sleep efficiency, and increased number of nighttime awakenings. There were significant correlations between sleep variables, and cognitive and behavioral scores. In conclusion, children who fail to qualify for first grade have significantly inferior sleep patterns. Sleep disturbances were associated with cognitive and emotional immaturity.
每年，7%至15%的学龄前儿童被发现未达到一年级入学资格。我们研究了睡眠障碍是否是入学准备的因素，以及它们与神经认知技能和行为的关联。研究对象包括148名幼儿园学生。研究组由50名被教育当局评估为未准备好上一年级的学生组成。计划进入一年级的儿童（n = 98）为对照组。所有儿童/家长填写了一份睡眠问卷，并进行了为期一周的活动记录仪睡眠/觉醒研究以及认知和行为评估。研究组儿童的总睡眠时间显著缩短，睡眠效率降低，夜间觉醒次数增加。睡眠变量与认知和行为得分之间存在显著相关性。总之，未达到一年级入学资格的儿童睡眠模式明显较差。睡眠障碍与认知和情感不成熟有关。
