Bedtime routines, child wellbeing and development

George Kitsaras; Michaela Goodwin; Julia Allan; Michael P. Kelly; Iain A. Pretty

doi:10.1186/s12889-018-5290-3

Bedtime routines, child wellbeing and development

George Kitsaras, Michaela Goodwin, Julia Allan, Michael P. Kelly, Iain A. Pretty

Research output: Contribution to journal › Article › peer-review

33 Citations (Scopus)

17 Downloads (Pure)

Abstract

Background. Bedtime routines has shown important associations with
areas associated with child wellbeing and development. Research into
bedtime routines is limited with studies mainly focusing on quality of sleep.
The objectives of the present study were to examine the relationship between
bedtime routines and a variety of factors associated with child wellbeing and
to examine possible determinants of bedtime routines. Methods. A total of 50
families with children between 3 and 5 years old took part in the study. Data
on bedtime routines, parenting styles, school readiness, children’s dental
health, and executive function were collected. Results. Children in families
with optimal bedtime routines showed better performance in terms of
executive function, specifically working memory (t(44)= -8.51, p ≤ .001),
inhibition and attention (t(48)= -9.70, p ≤ .001) and cognitive flexibility (t(48)= -13.1, p ≤ .001). Also, children in households with optimal bedtime routines
scored higher in their readiness for school (t(48)= 6.92, p ≤ .001) and had
better dental health (U=85.5, p= .011). Parents in households with suboptimal
bedtime routines showed worse performance on all measures of executive
function including working memory (t(48)= -10.47, p ≤ .001), inhibitionattention (t(48)= -10.50, p ≤ .001) and cognitive flexibility (t(48)= -13.6, p ≤.001). Finally, parents with optimal bedtime routines for their children
deployed a more positive parenting style in general (i.e. authoritative parenting) compared to those with suboptimal bedtime routines (t(48)= -6.45, p ≤ .001). Conclusion. The results of the present study highlight the potentially important role of bedtime routines in a variety of areas associated with child wellbeing and the need for further research.

Original language	English
Article number	386
Journal	BMC Public Health
Volume	18
DOIs	https://doi.org/10.1186/s12889-018-5290-3
Publication status	Published - 21 Mar 2018

Bibliographical note

Project was completed in part-fulfilment of the requirements for the completion of a PhD in Dental Public Health at the Dental Health Unit, The University of Manchester. No additional funding was received with regards to the project described in the manuscript.
Acknowledgements
The research team would like to thank all the participating families in this study. We would also like to thank the staff of Windsor Dental practices.

Keywords

Child
bedtime
parenting
school readiness
dental caries
executive function

Access to Document

10.1186/s12889-018-5290-3Licence: CC BY

Bedtime routines child wellbeing and development
© The Author(s). 2018 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
Final published version, 675 KBLicence: CC BY

Cite this

@article{bd014c4676cb471c9681ea16b583e23d,

title = "Bedtime routines, child wellbeing and development",

abstract = "Background. Bedtime routines has shown important associations withareas associated with child wellbeing and development. Research intobedtime routines is limited with studies mainly focusing on quality of sleep.The objectives of the present study were to examine the relationship betweenbedtime routines and a variety of factors associated with child wellbeing andto examine possible determinants of bedtime routines. Methods. A total of 50families with children between 3 and 5 years old took part in the study. Dataon bedtime routines, parenting styles, school readiness, children{\textquoteright}s dentalhealth, and executive function were collected. Results. Children in familieswith optimal bedtime routines showed better performance in terms ofexecutive function, specifically working memory (t(44)= -8.51, p ≤ .001),inhibition and attention (t(48)= -9.70, p ≤ .001) and cognitive flexibility (t(48)= -13.1, p ≤ .001). Also, children in households with optimal bedtime routinesscored higher in their readiness for school (t(48)= 6.92, p ≤ .001) and hadbetter dental health (U=85.5, p= .011). Parents in households with suboptimalbedtime routines showed worse performance on all measures of executivefunction including working memory (t(48)= -10.47, p ≤ .001), inhibitionattention (t(48)= -10.50, p ≤ .001) and cognitive flexibility (t(48)= -13.6, p ≤.001). Finally, parents with optimal bedtime routines for their childrendeployed a more positive parenting style in general (i.e. authoritative parenting) compared to those with suboptimal bedtime routines (t(48)= -6.45, p ≤ .001). Conclusion. The results of the present study highlight the potentially important role of bedtime routines in a variety of areas associated with child wellbeing and the need for further research. ",

keywords = "Child, bedtime, parenting, school readiness, dental caries, executive function",

author = "George Kitsaras and Michaela Goodwin and Julia Allan and Kelly, {Michael P.} and Pretty, {Iain A.}",

note = "Project was completed in part-fulfilment of the requirements for the completion of a PhD in Dental Public Health at the Dental Health Unit, The University of Manchester. No additional funding was received with regards to the project described in the manuscript. Acknowledgements The research team would like to thank all the participating families in this study. We would also like to thank the staff of Windsor Dental practices. ",

year = "2018",

month = mar,

day = "21",

doi = "10.1186/s12889-018-5290-3",

language = "English",

volume = "18",

journal = "BMC Public Health",

publisher = "BioMed Central",

}

TY - JOUR

T1 - Bedtime routines, child wellbeing and development

AU - Kitsaras, George

AU - Goodwin, Michaela

AU - Allan, Julia

AU - Kelly, Michael P.

AU - Pretty, Iain A.

N1 - Project was completed in part-fulfilment of the requirements for the completion of a PhD in Dental Public Health at the Dental Health Unit, The University of Manchester. No additional funding was received with regards to the project described in the manuscript. Acknowledgements The research team would like to thank all the participating families in this study. We would also like to thank the staff of Windsor Dental practices.

PY - 2018/3/21

Y1 - 2018/3/21

N2 - Background. Bedtime routines has shown important associations withareas associated with child wellbeing and development. Research intobedtime routines is limited with studies mainly focusing on quality of sleep.The objectives of the present study were to examine the relationship betweenbedtime routines and a variety of factors associated with child wellbeing andto examine possible determinants of bedtime routines. Methods. A total of 50families with children between 3 and 5 years old took part in the study. Dataon bedtime routines, parenting styles, school readiness, children’s dentalhealth, and executive function were collected. Results. Children in familieswith optimal bedtime routines showed better performance in terms ofexecutive function, specifically working memory (t(44)= -8.51, p ≤ .001),inhibition and attention (t(48)= -9.70, p ≤ .001) and cognitive flexibility (t(48)= -13.1, p ≤ .001). Also, children in households with optimal bedtime routinesscored higher in their readiness for school (t(48)= 6.92, p ≤ .001) and hadbetter dental health (U=85.5, p= .011). Parents in households with suboptimalbedtime routines showed worse performance on all measures of executivefunction including working memory (t(48)= -10.47, p ≤ .001), inhibitionattention (t(48)= -10.50, p ≤ .001) and cognitive flexibility (t(48)= -13.6, p ≤.001). Finally, parents with optimal bedtime routines for their childrendeployed a more positive parenting style in general (i.e. authoritative parenting) compared to those with suboptimal bedtime routines (t(48)= -6.45, p ≤ .001). Conclusion. The results of the present study highlight the potentially important role of bedtime routines in a variety of areas associated with child wellbeing and the need for further research.

AB - Background. Bedtime routines has shown important associations withareas associated with child wellbeing and development. Research intobedtime routines is limited with studies mainly focusing on quality of sleep.The objectives of the present study were to examine the relationship betweenbedtime routines and a variety of factors associated with child wellbeing andto examine possible determinants of bedtime routines. Methods. A total of 50families with children between 3 and 5 years old took part in the study. Dataon bedtime routines, parenting styles, school readiness, children’s dentalhealth, and executive function were collected. Results. Children in familieswith optimal bedtime routines showed better performance in terms ofexecutive function, specifically working memory (t(44)= -8.51, p ≤ .001),inhibition and attention (t(48)= -9.70, p ≤ .001) and cognitive flexibility (t(48)= -13.1, p ≤ .001). Also, children in households with optimal bedtime routinesscored higher in their readiness for school (t(48)= 6.92, p ≤ .001) and hadbetter dental health (U=85.5, p= .011). Parents in households with suboptimalbedtime routines showed worse performance on all measures of executivefunction including working memory (t(48)= -10.47, p ≤ .001), inhibitionattention (t(48)= -10.50, p ≤ .001) and cognitive flexibility (t(48)= -13.6, p ≤.001). Finally, parents with optimal bedtime routines for their childrendeployed a more positive parenting style in general (i.e. authoritative parenting) compared to those with suboptimal bedtime routines (t(48)= -6.45, p ≤ .001). Conclusion. The results of the present study highlight the potentially important role of bedtime routines in a variety of areas associated with child wellbeing and the need for further research.

KW - Child

KW - bedtime

KW - parenting

KW - school readiness

KW - dental caries

KW - executive function

U2 - 10.1186/s12889-018-5290-3

DO - 10.1186/s12889-018-5290-3

M3 - Article

VL - 18

JO - BMC Public Health

JF - BMC Public Health

M1 - 386

ER -

Bedtime routines, child wellbeing and development

Abstract

Bibliographical note

Keywords

Access to Document

Fingerprint

Cite this