Week 11 Flashcards
1
Q
When we sleep
A
While, as adults, we’re accustomed to sleeping at night, it actually takes time to make this connection. Babies and children vary in their sleep habits and sleep needs, just like adults. The following timeline shows the various stages of sleep development as we age. Select each of the dots on the timeline arrow to view what happens at each stage. Information in this timeline is taken from About sleep (Links to an external site.) (Raising Children Network, 2018).
Under six months
Newborns sleep on and off through the day and night. Babies aged 3-6 months might start moving towards a pattern of 2-3 daytime sleeps of up to two hours each. They might still wake at least once at night.
At 6-12 months
From about six months, babies have their longest sleep at night. Between 6 and 12 months, most babies are in bed between 6 pm and 10 pm. They usually take less than 30 minutes to get to sleep (but about 10% of babies take longer). Most babies can sleep for a period of six hours or more at night and are waking less. About 60% will wake only once during the night and need an adult to settle them back to sleep. About one in 10 will call out 3-4 times a night. More than a third of parents say their babies have problems with sleep at this age. Around 85-90% of babies aged 6-12 months are still having daytime naps. These naps usually last 1-2 hours. Some babies sleep longer, but up to a quarter nap for less than an hour.
From 12 months
From this age, children tend to sleep better. Some toddlers start to resist going to sleep at night, preferring to stay up with the family – this is the most common sleep problem reported by parents. It peaks around 18 months and improves with age. Less than 5% of two-year-olds wake three or more times overnight.
From 3 years
Children aged 3-5 years need around 11-13 hours of sleep a night. Some might also have a day nap that lasts for about an hour. From about 5 years of age, children no longer need a day nap. Children aged 6-9 years need 10-11 hours sleep a night. They’re usually tired after school and might look forward to bedtime from about 7.30 pm.
From 10 years
Children entering puberty generally need about 8-10 hours of sleep a night to maintain the best level of alertness during the day. Changes to the internal body clock or circadian rhythm during adolescence mean it’s normal for teenagers to want to go to bed later at night – often around 11 pm or later – then get up later in the morning. Over 90% of adolescent children don’t get the recommended amount of sleep on school nights. Getting enough good-quality sleep is important during thisperiod, because sleep is vital for thinking, learning and concentration skills.
2
Q
Circadian rhythms and brain activity during sleep
A
Why do we sleep at night instead of during the day? In the first video, your host Hank talks about circadian rhythms, how they work and how they regulate different processes in our bodies. You can think of it as a 24-hour internal clock that is running in the background of your brain and cycles between sleepiness and alertness at regular intervals. Select the arrow to the side to watch the second video, to learn how the brain never turns off (watch from when video commences to the 32.18 mark).
3
Q
Memory consolidation
A
Sleep is an active state that plays an important role in the consolidation of memory. Sleep-dependent memory consolidation is the phenomenon whereby memory traces are preferentially consolidated during sleep as opposed to wake, leading to improved performance following a retention interval
of sleep, even without further physical practice (Walker et al., 2002; Wilhelm et al., 2008).
4
Q
Nighttime routines
A
According to the Raising Children Network (n.d.), there are three steps you can include in a newborn’s nighttime routine that may be conducive to them achieving a more restful sleep:
If your baby wakes and it’s 2-3 hours since they last fed, feed your baby. Check your baby’s nappy. Change it if it’s wet or soiled. Try to keep noise and light down. Put your baby back into the cot to sleep.
5
Q
Sleep issues
A
Co-sleeping, like many of the other topics we have explored throughout this unit, is another area that tends to be divisive, seen by some as a disincentive to cultivating independence and self-regulation of sleep, and seen by others to bolster the parent-child bonding experience.
Some sleep specialists caution against napping altogether and much like co-sleeping, you will find support for it lies on either end of the spectrum. There is evidence to suggest that beyond the age of 2 years, napping is associated with later night sleep onset and both reduced sleep quality and duration. However, the evidence regarding behaviour, health and cognition is less certain (Thorpe et al., 2015). Ultimately, napping and bedtime routines are highly personal and subjective.
Babies and toddlers can get tired very easily. As a result, they can find it harder to get to sleep. There are, however, ‘tired’ signs that can be used as prompts to consider when it’s time to reduce stimulation and start settling a child for sleep. Pulling at ears, closing fists and yawning are a few of those signals. If you’re interested in exploring this further, you can take a look at Tired signs in babies and toddlers (Links to an external site.) (Raising Children Network, n.d.).
6
Q
Read Meta-analysis of quantitative sleep parameters from childhood to old age in healthy individuals: Developing normative sleep values across the human lifespan (Links to an external site.) (Ohayan, Carskadon, Guilleminault, & Vitiello, 2004, pp. 1225–1273) to learn about the study of age-related changes in objectively recorded sleep patterns across the human lifespan in healthy individuals and to clarify whether sleep latency and percentages of stage 1, stage 2, and rapid eye movement (REM) sleep significantly change with age.
A
- changes in sleep pattern across childhood and adolescence for example are related not only to chronologic age but also to maturation stages
- 4 age related changed have been consistently demonstrated in polysomnographic, studies of sleep architecture: total sleep time, sleep efficiency, slow wave sleep, all descrease, while wake after sleep onset increase with age.
- sleep latency has been reported to increase with age in some studies, while several other studies have found no significant changes with age 2. percentage of stage 1 3. stage 2 sleep while many others have reported an increase with age of these stages 4. simialarly rapid eyemovement sleep has been reported to decrease with age in several studies have found no such associatoin with age.
- 65 studies reviewed with 3577 participants aged 5 - 102 years.
- sleep latency increases with age, 2. percentage of stage 1 sleep increases with age, 3. percentage of stage 2 sleep increases with age 4. percentage of REM sleep descreases with age in adults, 5. in adult the increase in the percentage of stage 2 sleep with age and the decrease of REM latency with age appeared to be very sensitive to psychiatric disorders, use of drugs and alcohol, sleep apnea, other sleep disorders,; failure to exclude individuals with these conditions resulted in the confounding of their significant associations with agre 6. in children 5 years and older and in adolescent, the apparent decreases in TST with age apprears to be related to environmental factors rather than to biologic changes, 7. while almost all studies in children 5 years of age or older and adolescent did not find significant changes REM sleep with age, it appeared that there actually is a modest but significant increases in the percentage of REM sleep from childhood to the end of adolescence.
- although theconclusion for TST was the same for in-lab recording and actigraphy than with in-laboratory recording
- thus, the reduction in TST with age was significant only when recording were made during school day
- the results of the meta-analysis suggested that the percentage of REM sleep significantly increased with age, an unexpected finding since the studies that examined this parameter did not find this association.
- from the results of this meta-analysis it is clear that all studied sleep parameter significantly change with age across the adult lifespan.
- failure to exclude participants with a mental disorder had several significant consequences on the results 1. it diminished the associations of TST and sleep efficiency with age that is the decreases observed in TST and sleep efficiency were less pronounced when participants were not screened for mental disorder 2. it hid the age-related increase of percentage of stage 2 sleep, 3. it hid the age-related diminution of REM infancy.
- there is no simple explanation for this fact. 1. it is impossible to determine how mnay subjects were suffering from 1 or several of the diseases included in the moderator analyses
2. the evolution of sleep architecture with age in specific diseases is not well known; studies usually used age-matched control to measure the effect of the disease on sleep architecture which is a methodologically sound; however this does not provide information on the evolution of sleep architecture with age. - the sex analyses showed that the associations between sleep variables and aging were generally the same for both sexes; however, larger effect sizes were observed in women for TST, sleep efficiency, percentage of stage 1 sleep and REM latency, indicating that the age effect on these variables were more important in women.
- meta-analysis results indicated that the percentage of REM sleep decreased with age from young adulthood to late middle age but the decrease is not significant in individual over 60 years of age.
- this meta-analysis is not without limiations - no information was given in relation with the presence or absense of sex differences. The same can be said for race. several studies did not include middle-aged subjects. This more-complex analysis showed that age progressions for all of the sleep varibales were much more subtle than when a simple comparison of young to elderly subjects was made.
- another limitation may have come from our decision to limit our sample to peer-reviewed studies
- the main findings of this study are summarised. TST in children 5 years of age or older and adolescents did not really change with age. It appeared to be related to environmntal factos rather than to biologic changes
- after the age percentage of REM sleep remained relatively stabl until 60 years of age, when the percentage again began to decline. After 60 years of age, only sleep effciency continued to significantly decrease with all other sleep parameters remaining unchanged.
- the results of the meta-analysis clearly illustrated the importance of strict screening method for the study of sleep parameter in healthy individuals, as it maximizes the mergence of age related changs in sleep.
- there are several aspect of normal sleep that need to be further investigated; racial comparisons of sleep patterns are still poorly documented; polysomnographic data in healthy children and adolescents and to a somewhat lesser degree in middle age adults are still scant.
7
Q
Do I really need a nap?’: The role of sleep science in informing sleep practices in early childhood education and care settings (Links to an external site.) (Staton, Smith, & Thorpe, 2015, pp. 32–44) assesses the implications of the association between napping and decreased quality and duration of night sleep for educational practice and health policy. You will learn to distinguish the functions of napping from those of rest and the need for evidence-based guidelines on sleep–rest practices in ECEC settings to accommodate individual variation in sleep needs.
A
- a growing international body of data indicated that many children do not normally have a daily nap after the age of approximately 3 years
- in early, childhood education and care (ECEC) setting, however schedualing of a daily nap time and concurrent sleep promotion are commonplace right trough until the time children eneter school around age of 6
-sleep has a significant impact on how individuals think, feel and behave throughout the life span. - these studies converge to identify that both the quantity and quality of sleep are positively asosciated with children concurrent and longer term learning, behaviour and health.
- early childhood period is a particularly critical time, during which there is rapid biological transition toward adult patterns of sleep and commensurate with this transition, an increasing sensitivity to environmental influence
- their finding provide support for a critical developmental window in which sleep may determine lifelong trajectories and in which appropriate sleep is necessary.
- normative developmental sleep trajectories during the early childhood period map a process of consolidation sleep into the nighttime period and a commensurate reduction in daytime sleep.
-the biologically normative cessation of daytime sleep, however most likely indicates that habitual napping in early infancy, whereby children sleep at multiple times during the day, to a biphasic sleep wake pattern, whereby children nap only once, and finally a miniphasic pattern of a signle night sleep, typical of that seen in adult. - although napping represents a significant characteristic of sleep patterns during the first year of life, there are currently surprisingly few studies aon the independent effects of this component of sleep during early childhood.
- studies of napping and health outcomes have focused primarily on two outcomes - risk of pediatric obesity and accident or injury both use prospective longitudinal cohort designed to examine the relationship between sleep duration in early childhood and subsequent childhood obesity.
- this study suggests sleep consolidation is a marker of neurological maturation and identifies the childs positioning along the transition from polyphasic to monophasic sleep patters s critical to understanding the value of daytime sleep.
- the findings show that longer duration of nighttime seep was positively associated with cognitive function. However, longer duration of daytime sleep was associated with both decreased night sleep and poorer outcomes on cognitive measures. one possiblie explanations of these findings related to cogntiive maturity, such that the reduction in daytime sleep reflects brain maturation processes and also accounts for more advanced cognitive functioning. An alternative explanation related to the homestatic sleep drive.
- this explanation aligns with the consistent and growing number of studies that report a negative association between duration of daytime napping and duration and quality of young childrens nighttime sleep.
- Komada 2012 - report a significant negative assocition of nappying on subsequent night sleep onset whereas Fukuda and Sakashita 2002 - report no significant different in night sleep duration in the preceding night but significantly later night sleep onset dolloswing a daytime nap in ECEC.
- in sum, the current body of evidence though small provides sufficient reason to question the benefit of routinely scehduled napping one a child consolidates their sleep into the nightmare period.
- 4 key forms of variation - 1.
some centres have standard scheduled sleep times whereas others have practices that change in response to preceived needs of different age groups or more rarely individuals. 2. some centers require all children in a group to lie down without alternatives during sleep times, 3. some centers emply strategies that align with current evidence on sleep promotion whereas others provide environments that are incongrent with this evidence. 4. some centers routinely sonsult th parents regarding factors affecting their childs faily sleep requirements. - should there be uniforms scheduling of naptime? - the practice of scheduling fixed time and fixed duration sleep periods within a room or center is unlikely to be optimal in addressing the sleep needs of all children. The practice of scheduling uniformed sleep times for all children does not address the needs of those who do not require sleep and may not necessarily meet the sleep needs of those who do.
- how should the needs of non-nappers be met? - although short periods of quiet activity may serve to provide rest, extended periods of inactivity may not be restful but may instead be expereinecd as stressful.
- how shoudl the needs of nappers be met? - findings direct attention to the need for evidence based practice gv health.
- how should contextual and individual variation in sleep need be accommodated - the ECEC evnironment be an important setting for observation of behaviours, including sleep behaviours which may contribute to diagnoses of pathologies, early intervention and ongogin management.
Providing evidence based policy and practice:
1. further studies needed to examine the independent effects of napping on development across the early childhood period.
2. studies must examine the influence of practices in ECEC services on development patterns of sleep
3. studies must consider the effects of current sleep practices in early childhood services on childrens immediate and long term health, well being and development.
4. these studies must consider not only what effects practices regarding sleep in ECEC have but also for whom these practices may confer benefit or risk.
8
Q
In Napping, development and health from 0-5 years: A systematic review (Links to an external site.) (Thorpe et al., 2015) you will examine the evidence regarding the effects of napping on measures of child development and health.
A
- early childhood is a particularly important period in sleep development, from birth to 5 years of age is a normative transition in sleep patters during which sleep gradually consolidates in to the nighttime hours and daytime nap cease
- 3 studies examine the association of napping with chanfes in salivary cortisol were not included in this process because the meaning of the outscomes could not be interpreted in terms of benefit or cost to the child. the most consistent finding was an association between napping and night sleep.
-Cairns and Harsh reported reduction in total sleep duration which they attribute to loss of naps. - Komada presents evidence of the direction of the raltionship through detailed study . Reports that there were not significant differences in night sleep associated with duration of napping in children younger than 2, however decreased sleep duration and later bedtime occured on night s following napping.
- Fukuda and Sakashita - reported that among children attending kindergarten wehere napping is optional, the onset of night sleep was later on evenings following a nap copared with onset on days in which the same chidldren had not napped, who are non-habitual nappers attending nursery during weekdays where naptime is compulsory and compares their weekday and weekend sleep.
- Berger - report an experimental study sleep restriction amoung children, age 30 - 36 months, trained to a nap schedule. Under these conditions a reduction in positive facial emotional responses and increase in negative facial emotional responses to visiual stimuli and problem solving were found.
- Spruyt - children with an easier temperament napped more readily but at 12 months decreased daytime sleep was associated with better emotional regulation.
- Yokomaku - found longer nap duration among 4 - 6 years old was asssociated with greater anxiety/depression, withdrawal and thought problems.
- Hall found that among 1 - 3 year olds difficulty settling for naps at home was associated with anxiety and depression, withdrawal and internalising behaviour.
Hall - higher daily frequency of napping was associated with less prosocial behaviour and reduced ability to deal with challenges while difficulty settling for naps and associated with pporer behaviour and poorer adjustment at preschool - while the experiemental study focuses on disruption of habitual napping, the non-experimental studies found on normaly occuring nap behaviours. Two of the non-experimental studies were of children who attended preschools ettings.
- 3 studies report that language learning is improved following a nap while another reports being awake rather than napping improves language generalisation.
- Kurdziel, Duclos and Spencer report a positive effect of napping on learning and memory consolidation in preschool aged children but with benefit only for habitual nappers.
- Dionne - reported that later sleep consolidation is a risk factor for language delay while more rapid sleep consolidation positively predicts language leanrning
- Lam - reported that daytime napping was associated with poorer neurocognitive function in children ages 3 -5 years and suggest cessation of napping may be a marker fof brain maturation.
- 2 study reported among preschoolers, napping serves to protect against accidental injury, however have the serious limitation of dependence on retrospective recall at the time of attending accidence and emergency departments.
- these findings suggest that the function of npping with regard to weight status is potentially different from that of night sleep. considerably more research is required before they can be any certainly about the effects of napping on childrens physical healht.
- future studies should address the dual complexities of sleep transition across early childhood and the impacts of environmental mnipulations at home and in the non-parental care context and should consider multiple child outcomes.
9
Q
The sleeping child outplays the adult’s capacity to convert implicit into explicit knowledge (Links to an external site.) (Wilhelm et al., 2013, pp. 391–393) will help develop your understanding of the superiority of children in extracting invariant features from complex environments, possibly as a result of enhanced reprocessing of hippocampal memory representations during slow-wave sleep.
A
- representations of the complex stimulus patterns initially encoded implicityl and without full awareness become transformed and restructed such that more and more invariant and relveant features of these representations are enhanced to eventually enter consciouness.
- we choose children as a model to study how sleep can facilitate the fain of conscious knowledge about rules and regularities underlying complex stimulus.
- in children, sleep enhaves the extraction of sequence knoledge in implicity learned materials together with preivous findings, corroborates the notion of an active system consolidation process during sleep in which newly encoded memory representations undergo qualitative chanfges that eventually promote the conscious recollection of invariant structural features of these memoories.
- the hippocampus is centrall involved in the encoding of sequence structure regardless of whether learned explicitly or implicitly in adults and children.
- previous studies have revealed sleep-dependent benefits in performance on variaous procedural and declarative memory tasks in children that were smaller or comparable to theso seen in adults which suggests that the superior generation of explicit knowledge is a specific advantage conveyed by childrens sleep.
10
Q
reprocessing of hippocampal memory representations during slow-wave sleep.
Read Sleep as a support for social competence, peer relations and cognitive functioning in preschool children (Links to an external site.) (Vaughn et al., 2014, pp. 92–106) to learn about the role of sleep for adaptive functioning during early childhood.
A
- that sleep is a critically salient biological state of infancy and childhood is evidencet from the fact that children spend half of their lives sleeping through early childhood and are still sleeping for about eight hours/day in adolescence and adulthood.
- central nervous system development is intimately intertwined with the duration and quality of sleep furthermore sleep insufficiency and poor sleep quality predict problems in day tmie functioning for school age children, including mood and quality of soial behaviour and school performance
- majority of preschool age children are no longer recieving the bulk of their daytime care from a biological parent but rather are cared for in some for of group care.
- empirical studies with both infants and school age children support the role of sleep for normal adaptive functioning across cognitive and socioemotional functioning fdomains.
- these studies suggest that normative differences in sleep duration and quality are associtaed with a range of differences in adaptove functioning for school aged children.
- Lemola 2011 - reported that sleep duration and latency to fall asleep after going to bed both were associated with trait optimism, self-esteem and social competence in school age children.
- sleep duration and quality also influence cogitive and academic functioning for school age children.
- Sadeh, Gruber and Raviv 2002 - found that reaction times for infomration processing tasks were negatively associated with sleep duration and positvely associated with sleep disruption measures.
- Steenari 2003 - also reported that poorer sleep quality was associated with incorrect responses on working memory tasks even after controlling for the effects of age
- El Sheikh, Buckhalt, Cummings and Keller 2007 - found that aspects of sleep quality from both self reports and actigraphy measures were associated with school age childrens tests of academic acheivement.
- Bates, Viken, Alexander, Beyers and Stockton 2002 - found that sleep distruptions wer negatively correlates of teachers ratings of child adjustment and postive correlates of their ratings of problem behaviours.
- Komada 2011 - also reported that Japanese mothers reposrts children between 2 - 5 years of age of greater variability in bedtimes were associated with externalizing problem behaviours.
- Lam, Mahone, Mason and Scharf 2011 - foudn taht nighttime sleep duration was apositive significant correlate of receptive vocabulary but that day time sleep duration was negatveily associated with performance on cognitive test.
- Jung, Molfese, Beswick, Jacobi-Vessels and Molnar 2009 - found that parent reports of sleep duraation but not sleep problems predicted scores of Feneral Conceptual Ability.
- Karpinski, Scullin and Montgomer-Downs 2008 - found that parent reported sleep disordered breathing negatively predicted executive function indicators,
- Bernier, Beauchamp, Buvette-Turcot, Carlson and Carrier 2013 - found sleep effects on executive function indicators in a longituinal study linking infant sleep to cognitive assessments at age 4.
- because samples are nonclinical we focused on the positive correlates of sleep as well as on suboptimal and dysfunctional outcomes associtaed with normative sleep problems.
- Method - 62, 3 - 5 year olds. 6 - 9 hours each weekdaty in the center.
- procedures - selected indicators of positive social/emotional adaptation in the classroom and measures of cognitive functioning. Included measures indicative of poorer classroom adaptation and behavioural reactivity. sleep assessments, classroom assessments,
- Discussion - researchers have documented that parameters of sleep are fundamental supports for adaptive social and cognitive functioning for school age children, adolescents and adlilts.
- results suggest that sleep during early childhood is associated with a range of social, emotional, cognitive and regulatory aspects of adaptation and that these results are little affected by age, etnicity, and sex, even though these demographic variables are also associated with both sleep and outcome variables. Our findings suggest that more optimal sleep supports preschool childrens adaptive functioning as it does during other age groups
- Sleep quality variables were significant, negative correlates of initiating negatively tones interactions with peers of negative nominations on the socimetric task although different sleep quality variables were associated with each of the two outcome variables.
- findings that sleep duration was positively correlated with social and cognitive competence replicates results reported in prior studies for schoolage and preschool children. (Lemola and Lam)
- continuities of effects across age periods notwithstanding we note that sleep quality variables had fewer significant associations, with variables from our outcome domains that did the sleep duration composite. This is noteworthy because studies of older children more frequently highligh sleep quality as a correlate or predictor of adaptive functioning.
- future sleep research with preschool children should include measures of family relationships and family functioning in order to test more complex ineractive relations.
- Limitations - data was collected in a moderately sized, middle class sample and children were attending a model early childhood education program. we do not report on any daytime sleep parameters in this report. Cross sectional study and directionality of effects for model variables canot be determined.
- findings suggest that normative sleep problems impact childrens adaptive functioning in group care settings and they justify more detailed and longitudinal studies of sleep in young children to determine whether sleep insufficiency and or sleep fragmentation interferes with cognitive and emotional processes in the same manner tha these effects have been demonstrated in adults.
11
Q
Time for bed: parent-set bedtimes associated with improved sleep and daytime functioning in adolescents (Links to an external site.) (Short et al., 2011, pp. 797–800) explores the proportion of adolescents whose bedtime is set by their parents and evaluates whether parent-set bedtimes are associated with earlier bedtimes, more sleep, and better daytime functioning. Consider the main conclusions from the study.e
A
- many adolescents obtain insufficient sleep to maintain optimal functioning during the day.
- although risk factors for insufficient sleep and associated negative sequelae have been identified there remains a pauscity of research into protective factors.
- Gangwisch and collegues recently examined timing of parent set bedtiemes in a nationally representative sample and found that adolescents with later or no betime were 24% more liekly to suffer from depression and were 20% more likely to have reported suicidal ideation in the past yearh than adolescents with parent set bedtimes before 10 om.
- hypothesised that adolescents with parent set bedtimes would have earlier betwimes thathose who did not and that they would obtain more sleep and expereince less daytime sleepiness and fatigue.
- participants were 385 adolescents - measured using school sleep habits survey.
- adolescents with parent set bedtimes on school nights reported earlier bedtimes on school nights, more sleep on school nights, less fatigue and had less troule maintaining wakefulness
- findings support the potential protective benefit of parent limit setting around bedtimes for adolescents. due to the cross sectional study it could not be determined causation or rule out other potential explanation.
- findings suggest that both groups may have had similar sleep patters if parents in the parent set bedtime group had not been involved in setting bedtimes.
- children in the sleep extension group obtained 35 mins more sleep per night than their usual amount which led to improvements ni neurobehavioural performance.
- the benefits of small but regular increases in sleep may take on an even grater importance in populations where adolescents sleep is more restricted..
- future reserach could strengthen these findings by gathering daily reports of the main factor determining each bedtime and validating these findings with objective measures of lseep.
12
Q
- Total sleep time and REM latency were positively correlated with children’s age: (B)
A
a) True
b) False
13
Q
- According to the researchers, sleep latency …….. Progressively with age and became more obvious
after 65 years of age: (B)
A
a) Decreased
b) Increased
c) Deteriorated
d) Improved
14
Q
- Percentage of REM sleep first ………….. from childhood to adolescence, than ………. between young
and middle-aged adults, and remained unchanged in subjects older than …… years of age. (C)
A
a) Increased, decreased, 50
b) Decreased, increased, 50
c) Increased, decreased, 60
d) Decreased, increased, 60
15
Q
- Beyong age 2, napping is increasingly associated with….. (C)
A
a) Delayed night sleep onset
b) Disrupted night sleep
c) Both of the above
d) None of the above
