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Sleep and Social-Emotional Development in Infants and Toddlers

Jodi A Mindell1,2, Erin S Leichman1, Courtney DuMond3

  • 1a Department of Psychology , Saint Joseph's University.

Journal of Clinical Child and Adolescent Psychology : the Official Journal for the Society of Clinical Child and Adolescent Psychology, American Psychological Association, Division 53
|August 6, 2016
PubMed

Insights

Later bedtimes and insufficient total sleep in infants are linked to increased internalizing problems, such as anxiety and withdrawal. These sleep patterns may predict social-emotional challenges, highlighting the importance of sleep in early development.

Area of Science:

  • Developmental Psychology
  • Pediatric Sleep Medicine
  • Child Social-Emotional Health

Background:

  • Sleep patterns are crucial for infant development.
  • Understanding the link between sleep and social-emotional well-being is vital.
  • Early identification of sleep issues can inform interventions.

Purpose of the Study:

  • To investigate the relationship between infant sleep patterns and social-emotional development.
  • To examine both cross-sectional and longitudinal associations.
  • To identify specific sleep variables impacting social-emotional outcomes.

Main Methods:

  • Longitudinal study of 117 mother-child dyads across 5 cohorts.
  • Sleep patterns assessed using the Brief Infant Sleep Questionnaire at 6, 12, and 18 months.
  • Social-emotional development evaluated with the Infant Toddler Social Emotional Assessment at 12 and 18 months.

Main Results:

  • Later bedtimes and reduced total sleep predicted higher internalizing problem scores.
  • Internalizing problems include depression, anxiety, withdrawal, and inhibition.
  • Sleep fragmentation showed minimal association with social competence and no negative social-emotional outcomes.

Conclusions:

  • Infant sleep patterns, particularly bedtime and duration, are associated with internalizing social-emotional issues.
  • Findings emphasize the predictive role of sleep in early social-emotional problem areas.
  • Clinical assessments and interventions for infants should consider sleep schedules and duration.

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