课堂质量调节了学前班级睡眠问题与自我调节之间的关联
Caroline Hoyniak1, Kathleen Rudasill2, Reagan Breitenstein3
1Department of Psychiatry, Washington University School of Medicine.
Early education and development
|September 18, 2025
概括
高质量的学前班级可以保护睡眠问题儿童免受自我调节的困难. 恶劣的课堂环境可能会加剧睡眠障碍对幼儿自我控制的影响.
科学领域:
- 儿童发展 儿童发展
- 睡眠科学 睡眠科学
- 教育心理学教育心理学
背景情况:
- 睡眠对于幼儿时期的自我调节至关重要.
- 调节睡眠自我调节联系的因素尚未得到充分研究.
- 幼儿园课堂质量是一个潜在的调节者.
研究的目的:
- 调查学前班级的课堂质量是否能缓和儿童早期睡眠与学前班级自我调节之间的关联.
- 在课堂环境中识别保护性和风险因素.
主要方法:
- 对从幼儿到学龄前 (30-54个月) 的119名儿童进行了长度研究.
- 通过动图和家长报告评估的睡眠障碍.
- 训练有素的专业人员观察到的课堂质量和儿童自我调节.
主要成果:
- 更高质量的课堂互动保护了睡眠问题儿童免受自我调节缺陷的影响.
- 质量较差的教室加剧了睡眠问题对自我调节的负面影响.
- 课堂质量对具有可变睡眠时间表的儿童的影响没有适度.
结论:
- 支持性的学前环境可以减轻与睡眠相关的自我调节挑战.
- 课堂质量差可以放大睡眠障碍对儿童自我调节的负面影响.
- 干预措施应考虑睡眠和课堂环境,以确保儿童的最佳发展.
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