Regular bedtimes better for young minds
|Author: Jenil Patel (Original Author: Elizabeth Landau, CNN)|
Date: Thursday, July 11th, 2013
If your children are throwing temper tantrums because sleep seems unappealing, consider that it may be OK to let them stay up a little longer, as long as bedtime happens around the same time every night.
A new study suggests that consistency of young children's bedtime is associated with positive performance on a variety of intellectual tests. The study was published in the Journal of Epidemiology and Community Health.
"If the child prefers to go to sleep a little bit later, but it’s done regularly, that’s still OK for them, according to the evidence," said Amanda Sacker, professor in the Department of Epidemiology and Public Health at University College London.
Researchers looked at information about bedtimes and standardized test scores for more than 11,000 children who were part of the UK Millennium Cohort Study, a nationally representative study of children in the United Kingdom.
The Millennium Cohort Study followed children when they were aged 3, 5 and 7, and included regular surveys and home visits. Researchers asked parents about family routines such as bedtimes.
Children also took standardized tests in math, reading and spatial abilities when they were 7 years old.
Researchers controlled for socioeconomic status in addition to other factors such as discipline strategies, reading to children and breakfast routines.
The study found that, in general, consistent bedtimes were linked to better performance across all subject areas. This was especially true for 7-year-old girls, regardless of socioeconomic background - they tended to do worse on all three intellect measurements if they had irregular bedtimes. Boys in this age group did not show the effect.
In both girls and boys, non-regular bedtimes at age 3 were linked with lower test scores, but not at age 5.
Bedtimes that had never been consistent for girls at ages 3, 5, and 7 were associated with lower scores than regular bedtimes. For any two of these ages, boys also tended to do worse on the tests if they didn't go to sleep at a routine time.
These results "showed that it wasn’t going to bed late that was affecting child’s development, it was the irregular bedtimes that were linked to poorer developmental scores," Sacker said.
Why did girls appear to be more strongly affected by irregular bedtimes than boys? "It might be that girls are more susceptible to elements of the psychosocial environment than boys, and hence also more easily perturbed by inconsistent bedtime schedules," the study authors wrote.
Sacker and colleagues had initially suspected that late bedtimes would also be associated with poor cognitive test performance, but this turned out to not matter, when other factors such as socioeconomic status were controlled for.
Researchers found that, in general, children who had irregular bedtimes or went to bed after 9 p.m. tended to come from lower socioeconomic backgrounds than other study participants. These were the children more likely to be from poor homes and have mothers with poorer mental health. They were also less likely to have breakfast and be read to daily.
The study used a large group of participants but still only draws correlations, not causes. It is not proof that irregular sleep is a direct driver of lower test scores.
Also, information about bedtimes came from parents' self-reporting, and were not independently verified.
Researchers also did not assess the length of sleep that the children typically had. Parents reported on what time their children went to bed or whether there was no regular bedtime, but did not state exactly how much sleep they received.
The answers to the questions of exactly what represents a "regular" bedtime - is it OK to vary lights-out by an hour? A half an hour? - are still unknown.
There are a few possible explanations for the observations in the study. One is that children with an irregular bedtime may not be getting good quality sleep. Also, the body's circadian rhythms can be disrupted when a person doesn't have consistent sleep schedules.
Each day, as environmental stimuli influence changes in the brain, we need sleep to allow fresh learning for the day to come, according to the study. Cognitive impairment and lack of concentration are two possible consequences of limited or disrupted sleep. Given the importance of childhood development, study authors say, low-quality sleep in this critical period could have long-term health effects.
The study supports other research showing that adults also benefit from having consistent bedtimes.
"It not only helps with what’s gone on the day before, but it also sets you in good stead for the day to come," Sacker said.
That makes it worth finding a consistent time to tuck in the little ones - and yourself.
- All Categories
- Academic Outreach
- Continuing & Professional Development
- Distance Learning
- Summer Sessions
- Winter Term
- Career & Workforce Development
- Lifelong Learning
- Society for Lifelong Learning
- WKU On Demand
- Study Away
- Faculty-Led Study Abroad
- Center for Faculty Development
- Cohort Programs
- Dual Credit
- Conferencing & Catering
- All Categories
- March 2016 ICYMI
- CHHS October 2011 E-Newsletter
- CHHS November 2011 E-Newsletter
- CHHS December 2011 E-Newsletter
- CHHS January 2012 E-Newsletter
- CHHS February 2012 E-Newsletter
- CHHS March 2012 E-Newsletter
- CHHS April 2012 E-Newsletter
- CHHS May 2012 E-Newsletter
- CHHS June 2012 E-Newsletter
- CHHS July 2012 E-Newsletter
- CHHS August 2012 E-Newsletter
- CHHS September 2012 E-Newsletter
- CHHS October 2012 E-Newsletter
- April 2016 ICYMI
- CHHS November 2012 E-Newsletter
- CHHS December 2012 E-Newsletter
- CHHS January 2013 E-Newsletter
- CHHS February 2013 E-Newsletter
- CHHS March 2013 E-Newsletter
- CHHS April 2013 E-Newsletter
- JUNE 2016 ICYMI
- CHHS May/June 2013 E-Newsletter
- CHHS July 2013 E-Newsletter
- Archived CHHS News
- CHHS October 2013 E-Newsletter
- CHHS November 2013 E-Newsletter
- CHHS December 2013 E-Newsletter
- CHHS February 2014 E-Newsletter
- CHHS November 2014 E-Newsletter
- CHHS May 2014 E-Newsletter
- CHHS April 2014 E-Newsletter
- CHHS June 2014 E-Newsletter
- CHHS July 2014 E-Newsletter
- CHHS December 2014 E-Newsletter
- CHHS August 2014 E-Newsletter
- CHHS September 2014 E-Newsletter
- CHHS October 2014 E-Newsletter
- CHHS January 2015 E-Newsletter
- CHHS February 2015 E-Newsletter
- CHHS May 2015 E-Newsletter
- CHHS July 2015 E-Newsletter
- CHHS August 2015 E-Newsletter
- CHHS September 2015 E-Newsletter
- CHHS November 2015 E-Newsletter
- CHHS October 2015 E-Newsletter
- December 2015 ICYMI
- January 2016 ICYMI
- MAY 2016 ICYMI
- February 2016 ICYMI
- CHHS September 2011 E-Newsletter
- CHHS August 2011 E-Newsletter
- CHHS July 2011 E-Newsletter
- CHHS June 2011 E-Newsletter
- CHHS May 2011 E-Newsletter
June 29th and 30th
Starting Wednesday, June 22nd
For the second year in a row, The Gatton Academy of Mathematics and Science earned second place in the Kentucky State Envirothon Competition, scoring the highest overall on both the Wildlife and Aquatics exams.
Eighty-six students from The Carol Martin Gatton Academy of Mathematics and Science in Kentucky are involved in some form of summer learning. From research internships to study abroad to robust community service projects, students are gearing up for busy
download Adobe Acrobat Reader.
Note: documents in Excel format (XLS) require Microsoft Viewer,
Note: documents in Word format (DOC) require Microsoft Viewer,
Note: documents in Powerpoint format (PPT) require Microsoft Viewer,
Note: documents in Quicktime Movie format [MOV] require Apple Quicktime,