Related Experiment Video

Updated: Jul 1, 2025

Measuring Neural Mechanisms Underlying Sleep-Dependent Memory Consolidation During Naps in Early Childhood
08:20

Measuring Neural Mechanisms Underlying Sleep-Dependent Memory Consolidation During Naps in Early Childhood

Published on: October 2, 2019

11.9K

Exploring the Relationship Between Age at Nap Cessation and Social-Emotional Functioning in Children

Anna Loeffler1,2, Peter Rankin3,2, Simon S Smith1,2,4

  • 1Institute for Social Science Research (ISSR), The University of Queensland, St Lucia, QLD, Australia.

Journal of Developmental and Behavioral Pediatrics : JDBP
|March 7, 2024
PubMed

Insights

Children who nap longer show fewer behavior problems. This study found that for every extra year of napping, externalizing and peer behavior issues decreased in young children attending childcare.

Area of Science:

  • Child Development
  • Developmental Psychology
  • Behavioral Science

Background:

  • Nap cessation age varies significantly among young children.
  • Understanding factors influencing social-emotional functioning (SEF) is crucial for early childhood development.
  • Early Childhood Education and Care (ECEC) settings provide a unique context for studying child behavior.

Purpose of the Study:

  • To investigate the age at which children cease napping.
  • To determine the association between nap cessation age and SEF in ECEC-attending children.
  • To analyze relationships with internalizing/externalizing behaviors, temperament, and social skills.

Main Methods:

  • Longitudinal study of 1117 Australian children aged 2-7 years.
  • Caregiver recall of nap cessation age (6 months to 6 years).
  • SEF assessed via Strengths and Difficulties Questionnaire, Short Temperament Scale for Children, and Social Skills Inventory Scale; analyzed with linear regressions.

Main Results:

  • Each additional year of napping correlated with decreased total behavior problems (-0.39 units).
  • Significant reductions observed in conduct problems (-0.11 units), externalizing problems (-0.11 units), and peer problems (-0.11 units).
  • No other significant associations between nap cessation age and SEF measures were found.

Conclusions:

  • This is the first study to report nap cessation age ranges and SEF associations in ECEC children.
  • Australian ECEC children in the study ceased napping earlier than previously reported.
  • Earlier nap cessation showed a small association with increased externalizing and peer behavior problems.
Abstract

More Related Videos

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood08:09

Psychophysiological Assessment of the Effectiveness of Emotion Regulation Strategies in Childhood

Published on: February 11, 2017

11.5K
Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children07:01

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

Published on: March 1, 2019

7.9K

Related Concept Videos

Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
55
Erikson's Theory on Socioemotional Development during Childhood01:28

Erikson's Theory on Socioemotional Development during Childhood

Erik Erikson, a stage theorist, adapted Freud's theory to emphasize social factors in personality development throughout life, a concept known as psychosocial development. Unlike Freud, who focused on early childhood, Erikson believed that personality evolves across eight life stages, each marked by a specific challenge or "crisis." Successful resolution of each stage fosters competence, while failure may lead to feelings of inadequacy.
The first four of Erikson's eight...
67
Erikson's Theory on Socioemotional Development during Adulthood01:27

Erikson's Theory on Socioemotional Development during Adulthood

Erik Erikson's theory of psychosocial development outlines a series of stages through which individuals progress across the lifespan. Each stage involves a psychosocial conflict that significantly influences personal growth and well-being. Three key stages — intimacy versus isolation, generativity versus stagnation, and integrity versus despair — highlight the developmental challenges faced in adulthood.
Intimacy Versus Isolation in Early Adulthood
Individuals in early...
92
Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
29
Cognitive Development During Adolescence01:18

Cognitive Development During Adolescence

During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the...
55
Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
623