Classroom Quality Moderates the Association Between Sleep Problems and Self-Regulation in the Preschool Classroom

Although sleep has been consistently linked with self-regulation during early childhood, few studies have examined possible risk or resilience factors that moderate this association. Classroom quality could be such a factor. The current study examined whether preschool classroom quality moderated the association between sleep in early childhood and child self-regulation in the preschool classroom. Participants included 119 children (59 female; 89% White) assessed across toddlerhood (30, 36, and 42 months) and preschool (54 months). Habitual sleep disturbances were assessed using actigraphy and parent reports. Preschool classroom quality and child self-regulatory abilities in the classroom were assessed by trained observers. Findings indicated that higher quality classroom interactions were protective for the self-regulation of children with sleep problems, i.e., those with shorter sleep durations and more parent-reported disturbances, but not for children with more variable sleep schedules. Conversely, lower than average quality classrooms exacerbated the effects of sleep problems on children's self-regulation.

Findings suggest that poor classroom quality may exacerbate negative associations between sleep disturbances and child self-regulation in the classroom. Preschool classroom environments that are supportive, well-structured, and positive may counteract the difficulties that arise when children experience sleep disturbances.