Wilson Katherine E, Miller Alison L, Lumeng Julie C, Chervin Ronald D
Sleep Disorders Center and Department of Neurology.
Center for Human Growth and Development ; Department of Health Education and Health Behavior, School of Public Health.
J Clin Sleep Med. 2014 Mar 15;10(3):299-305. doi: 10.5664/jcsm.3534.
Sleep duration is commonly studied in children, but less is known about the potential impact of adverse sleep environments, particularly at preschool ages. We examined the frequency of suboptimal sleep environments and tested for associations with sleep duration or nocturnal sleep time among low-income preschool children.
Parents of Head Start preschoolers in Michigan (Detroit and greater Lansing) completed questionnaires on children's sleep schedules and sleep environments. Respondents indicated how often their children slept in a place "too bright," "too loud," "too cold," or "too hot" on a scale of 1 = never to 5 = always. A suboptimal sleep environment (SSE) was defined when one or more of these conditions were reported for ≥ 1-2 nights/week. Weeknight sleep duration or reported time that the child went to sleep was regressed on SSE as an explanatory variable, with adjustment for age, race/ethnicity, gender, maternal education, and average daily nap duration.
Among 133 preschool children, mean age was 4.1 ± 0.5 (SD), 48% were male, 39% were white, and 52% were black; 34% of parents had ≤ a high school degree. Parents reported that 26 (20%) of the children slept in a SSE ≥ 1-2 nights per week. In regression models, SSE was associated with 27 minutes shorter sleep duration (β = -0.45, SE = 0.22, p = 0.044) and 22 minutes later time child "fell asleep" (β = 0.37, SE = 0.19, p = 0.048) on weeknights.
Among these Head Start preschool children, environmental challenges to adequate sleep are not uncommon, and they may have consequences. Clinician or preschool assessment of sleep environments may open opportunities to improve sleep at early ages.
Wilson KE; Miller AL; Lumeng JC; Chervin RD. Sleep environments and sleep durations in a sample of low-income preschool children.
睡眠时间在儿童中是常见的研究内容，但对于不良睡眠环境的潜在影响知之甚少，尤其是在学龄前阶段。我们调查了低收入学龄前儿童中次优睡眠环境的频率，并测试了其与睡眠时间或夜间睡眠时间的关联。
密歇根州（底特律和大兰辛地区）开端计划学龄前儿童的家长完成了关于孩子睡眠时间表和睡眠环境的问卷。受访者表示他们的孩子在“太亮”“太吵”“太冷”或“太热”的地方睡觉的频率，范围从1 = 从不到5 = 总是。当报告这些情况中的一种或多种每周≥1 - 2晚时，定义为次优睡眠环境（SSE）。以SSE作为解释变量，对工作日睡眠时间或报告的孩子入睡时间进行回归分析，并对年龄、种族/族裔、性别、母亲教育程度和平均每日午睡时间进行调整。
在133名学龄前儿童中，平均年龄为4.1±0.5（标准差），48%为男性，39%为白人，52%为黑人；34%的家长学历≤高中。家长报告说，26名（20%）儿童每周有≥1 - 2晚处于SSE环境中。在回归模型中，SSE与工作日睡眠时间缩短27分钟（β = -0.45，标准误 = 0.22，p = 0.044）以及孩子“入睡”时间晚22分钟（β = 0.37，标准误 = 0.19，p = 0.048）相关。
在这些开端计划学龄前儿童中，充足睡眠面临的环境挑战并不罕见，且可能产生后果。临床医生或学龄前儿童睡眠环境评估可能为改善早期睡眠创造机会。
威尔逊·凯；米勒·艾尔；卢门·杰斯；切尔文·罗德。低收入学龄前儿童样本中的睡眠环境与睡眠时间。
