Early childhood profiles of sleep problems and self-regulation predict later school adjustment
Version of Record online: 25 FEB 2016
© 2016 The British Psychological Society
British Journal of Educational Psychology
Volume 86, Issue 2, pages 331–350, June 2016
How to Cite
Williams, K. E., Nicholson, J. M., Walker, S. and Berthelsen, D. (2016), Early childhood profiles of sleep problems and self-regulation predict later school adjustment. British Journal of Educational Psychology, 86: 331–350. doi: 10.1111/bjep.12109
- Issue online: 13 MAY 2016
- Version of Record online: 25 FEB 2016
- Manuscript Revised: 27 JAN 2016
- Manuscript Received: 29 JUN 2015
- Excellence in Research in Early Years Education Collaborative Research Network
- Australian Government's Collaborative Research Networks (CRN) Programme
- Roberta Holmes Transition to Contemporary Parenthood Program
- school adjustment;
- early childhood
Children's sleep problems and self-regulation problems have been independently associated with poorer adjustment to school, but there has been limited exploration of longitudinal early childhood profiles that include both indicators.
This study explores the normative developmental pathway for sleep problems and self-regulation across early childhood and investigates whether departure from the normative pathway is associated with later social–emotional adjustment to school.
This study involved 2,880 children participating in the Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) – Infant Cohort from Wave 1 (0–1 years) to Wave 4 (6–7 years).
Mothers reported on children's sleep problems, emotional, and attentional self-regulation at three time points from birth to 5 years. Teachers reported on children's social–emotional adjustment to school at 6–7 years. Latent profile analysis was used to establish person-centred longitudinal profiles.
Three profiles were found. The normative profile (69%) had consistently average or higher emotional and attentional regulation scores and sleep problems that steadily reduced from birth to 5 years. The remaining 31% of children were members of two non-normative self-regulation profiles, both characterized by escalating sleep problems across early childhood and below mean self-regulation. Non-normative group membership was associated with higher teacher-reported hyperactivity and emotional problems, and poorer classroom self-regulation and prosocial skills.
Early childhood profiles of self-regulation that include sleep problems offer a way to identify children at risk of poor school adjustment. Children with escalating early childhood sleep problems should be considered an important target group for school transition interventions.