Five Essential Reasons to Keep Naptime in the - Southern Early ...

How is sleep related to children’s learning? Good sleep habits can indeed affect academic
performance. Poor sleep habits may be a contributing factor to learning or attention
disorders as well as health problems.
Five Essential Reasons to Keep
Naptime in the Early Childhood
Curriculum
Blanche Desjean-Perrotta
Many early childhood educators are faced with everincreasing
pressure by families, administrators, and policymakers
to replace components of their programs deemed
to be a waste of time, such as naptime or playtime, with
what are considered to be more academic activities.
A large body of literature supports the inclusion of
play in an early childhood curriculum (Berk, 1994;
Elkind, 2003; Stegelin, 2005; Sutterby & Thornton,
2005). When it comes to arguing for the retention of
naptime, however, there is very little information readily
available about the benefits of naptime for young children
in an educational setting.
With the downward extension of more formalized academic
instruction into the preschool years, the connection
between healthy behaviors and educational outcomes is
sometimes lost (Marcon, 2003). When programs do
address health concerns as they relate to academic achievement,
the association is usually made with chronic conditions
such as obesity and diabetes. Seldom is sleep associated
with academic outcomes. However, as this article will
explain, there is a growing body of research demonstrating
the correlation between good sleep habits and academic
performance. There is also enough evidence to suggest that
poor sleep habits may be a contributing factor to learning
or attention disorders as well as health problems.
How Much Sleep Is Enough?
Sleep specialists agree that children between the ages of
3 and 5 need an average of 9 to 12 hours of sleep daily. This
includes 10 hours of nighttime sleep and 1 to 1.5 hours of
daytime sleep or naptime (Amschler & McKenzie, 2005;
Crisp, 2006; Iglowstein, Jenni, Molinari, & Largo, 2003;
Taras & Potts-Datema, 2005; Weissbluth, 1992). In the
United States, 25% of all children do not get the required
amount of nighttime sleep and need to nap during the day
to make up for the loss of required sleep (U.S. Department
of Health and Human Services, 2003).
If children are expected to remain awake when they really
need to nap, everything from their motor skills and coordination
to critical thinking and creativity suffers (Traves,
2005). When sleep schedules are aligned with human internal
clocks, cognitive performance is enhanced (Fukuda, &
Asaoka, 2004; Wright, Hull, Hughes, Ronda, & Czeisler,
2006). In this country, 69% of children experience one or
more sleep problems at least several times a week (National
Sleep Foundation, 2004).
Sleep deprivation can have significant short- and longterm
consequences for young children—cognitively, physically,
and socially (Anders, Carskadon, Dement, & Harvey,
1978; Blunden, Lushington, & Kennedy, 2001; Fallone,
Owens, & Dean, 2002; Owens, Fernando, & McGuinn,
2005; Taras & Potts-Datema, 2005). Five research-based
reasons for keeping naptime in the early childhood curriculum
are offered here.
Blanche Desjean-Perrotta, Ed.D., is Associate Dean for
Teacher Education, College of Education and Human
Development, University of Texas at San Antonio. She also
has 32 years’ experience in early childhood as a preschool
and primary teacher, early childhood administrator, and
professor of early childhood education. Her research
includes issues in early care and education.
Fall 2008 DIMENSIONS OF EARLY CHILDHOOD Volume 36, Number 3 3

Reasons for Naptime
in Early Childhood
Reason #1: Sleep Is Essential
to Good Health
Banning naptime for young children
has been compared by a pediatric
sleep expert to being as wise as taking
vegetables out of children’s daily diets
(Lamberg, 2004). Sleep affects every
facet of human life. Sleeping benefits
the body physically, psychologically,
emotionally, and cognitively.
Sleep provides the body with the
time it needs to rest and to renew
energy levels. Sleep helps maintain the
body’s immune system, as revealed by
the following findings:
• Sleep-deprived children may
be more susceptible to medical
problems such as allergies and
ear infections (Stein, Mendelsohn,
Obermeyer, Amromin,
& Benca, 2001).
• Sleep loss may affect a child’s
response to vaccinations. For
example, sleep deprivation
restricted the effectiveness of
flu shots (Spiegel, Sheridan,
& Van Cauter, 2002).
• Children with sleep deficit
also showed an increased
prevalence of allergies (Stein
et al., 2001).
Deep sleep is also important for
young children because the highest
levels of growth hormones are released
into the bloodstream during the first
half of the night while sleeping. Short
sleeping hours show a marked decrease
in the secretion of these growth hormones
(King & Price, 1983; Müller,
Locatelli, & Cocchi, 1999; Sheen,
Byrne, Plat, Leproult, & Cauter, 1996;
Teel, 2006).
The increase in childhood obesity
is becoming a major public health
Subjects & Predicates
When children are forced to remain awake when they really need to nap, everything
from motor skills and coordination to critical thinking and creativity suffers. Sleep
deprivation can have significant short- and long-term consequences for young children—cognitively,
physically, and socially.
Collaborate With Parents to Improve Sleep Habits
Mrs. Allison noticed that a couple of the children in her 4-year-old class
were gaining weight, seemed to lack energy, and were sleepy during the
day. Concerned that the children could be ill, she spoke with the parents
to find out more about the children’s activities at home as well as their
eating and sleeping habits.
The children were sleeping less than 6 hours a night because they
stayed up late watching TV. This explained the sleepiness, decrease in
attentiveness and physical activity, and subsequent weight gain.
Mrs. Allison explained to the families the strong correlation between
obesity and short sleep patterns in children (Sekine et al., 2002). The parents
shifted to an earlier bedtime, making a significant difference in the
children’s behavior in school. In addition, Mrs. Allison added more minutes
to these children’s naptime to make sure they were getting the
required amount of sleep.
As a result of these changes, the children’s physical activity began to
increase and they began to lose some of their excess weight.
concern for many families and medical
professionals. Research is now
beginning to show a link between
sleep loss and obesity in children.
• Inadequate sleep may cause
children to overeat (Sekine
et al., 2002). Lack of sleep
may cause a change in hormone
levels that control
hunger (Spiegel, Tasali, Penev,
& Van Cauter, 2004). This
results in increased hunger
4 Volume 36, Number 3 DIMENSIONS OF EARLY CHILDHOOD Fall 2008

and the desire for more calorie-laden
foods.
• With the increase in childhood
obesity, more children
are suffering from lack of
sleep due to sleep apnea, a
direct result of obesity. Children
who experience sleep
apnea are sleepy during the
day because they have not
had enough recuperative
sleep, and as a result, their
academic performance suffers
(Gozel, 1998).
• Sleep deprivation may also
contribute to insulin resistance,
which can trigger diabetes.
A growing body of
evidence suggests that sleep
deprivation may be a risk
factor for Type II diabetes
(Hasler et al., 2004; Spiegel,
Knutson, Leproult, Tasali,
VanCauter, 2005).
Sleep influences
psychological and
social/emotional
wellbeing.
Sleep-deprived children are also
more accident prone because lack of
sleep can adversely affect motor skills
and decrease response or reaction
time (Amschler & McKenzie, 2005).
Consequently, children who do not
get the required number of hours of
sleep may also have an increased risk
of injury (Owens et al., 2005; Valent,
Brusaferro, & Baronne, 2001), such
as more bicycle injuries and accidents
on the playground. Children
who displayed frequent tiredness
were more likely to have a history of
hospitalization (Stein et al., 2001).
Nancy P. Alexander
Sleep-deprived children are also more accident prone because lack of sleep can adversely
affect motor skills and decrease response or reaction time. Consequently, children who do
not get the required number of hours of sleep may also have an increased risk of injury.
Reason #2: Sleep Is Essential
for Psychological and
Social/Emotional Wellbeing
Getting sufficient sleep also influences
psychological and social/emotional
wellbeing. During sleep, people
dream and process all of the events of
daily life. Many young children
experience sleep problems, and anecdotal
evidence suggests a correlation
between sleep deprivation and
children’s mood and behaviors,
such as the following.
• Preschool children who did
not get the required amount of
Fall 2008 DIMENSIONS OF EARLY CHILDHOOD Volume 36, Number 3 5

sleep had more negative than
positive adjustments in preschool
(Bates, Viken, Alexander,
Beyers, & Stockton, 2002;
Lavigne et al., 1999).
• The emotional effects of
sleep deprivation in young
children are similar to jet lag,
including “nagging fatigue
and cognitive disorientation”
(Bates et al., p. 70). The result
is that young children may
experience meltdown during
the day and have difficulty
interacting with other children
and adults.
Set Program Policies
Informed by Knowledge
Parents of 4-year-olds complained
to the director of their
child care program that several
children in one classroom
seemed to be acting aggressively
and hurting other children.
Mrs. Ramos, the teacher,
agreed that these behaviors
seemed to be escalating. Children
seemed to be cranky and
out of sorts, and had short tempers
during free play. She was
aware of studies suggesting a
relationship between sleep deprivation
in children and behavior
problems (Bates et al., 2002).
A few weeks earlier, the director
had eliminated naptime in the
4-year-old program, saying the
children needed more time to
practice getting ready for kindergarten.
When information about
the effect of lack of sleep on children’s
behaviors was shared with
everyone, a new plan was
reached: to reinstate naptime.
Families also agreed to monitor
the amount of nighttime sleep
their children were getting.
After a month of increasing
children’s sleep time, their
aggressive behavior diminished
significantly.
• Mood dysfunction is associated
with daytime sleepiness (Smaldone,
Honig, Byrne, 2007).
• Sleep loss is a form of stress,
which leads to the inability
to regulate emotions and
also may impact a child’s
ability to pay attention
(Weissbluth, 1989).
Reason #3: Sleep Is Essential
for Cognitive Functioning
Sleep is vital to the developing
brain for cognitive processing and
procedural and emotional learning.
For a variety of reasons, many young
children are not getting the sleep they
need for proper brain development.
Medical problems; the erratic work,
play, and bedtime patterns of families;
inconsistent parenting; overscheduling
of children; as well as
childhood sleep disorders all may
affect children’s sleep (Owens, Spirito,
McGuinn, Nobile, 2000). These
are some of the implications of lack
of sleep for young children’s learning.
• Sleep plays an important role
in learning and memory consolidation
(Fischer, Drosopoulos,
Tsen, & Born, 2006;
Gais, Plihal, Wagner, &
Born, 2000; Maquet, 2001;
Smith, 2005; Stickhold,
Hobson, Fosse, & Fosse,
2001). Consolidation is “the
processing of memory traces
during which the traces may
be reactivated, analyzed, and
gradually incorporated into
long-term memory” (Maquet,
2001, p. 1048).
• The effects of sleep deprivation
are most profound in
the area of cognitive functioning.
In a review of 56
sleep-deprivation studies, the
evidence was clear that sleep
deprivation leads to impaired
cognitive performance (Pilcher
& Huffcutt, 1996).
• Higher-order cognitive processes
such as the ability to
learn abstract concepts can
be impaired in young children
if they are not getting
the required amount of sleep
(Fallone, Acebo, Seifer, &
Carskadon, 2005; Randazzo,
Muehlbach, Schweitzer, &
Walsh, 1998).
• Even modest extensions of
sleep time can benefit cognitive
functioning (Sadeh,
Gruber, & Raviv, 2003).
Observe Changes in
Children’s Cognitive Skills
Mr. John, a kindergarten teacher,
was baffled by the increasing lack
of imagination and engagement in
learning explorations by one of his
brightest students, Cindy. She was
also falling asleep in the room at
odd times during the day.
In speaking with her parents,
John learned that Cindy had difficulty
sleeping at night because of
obstructive sleep apnea. She
couldn’t breathe very well when
lying down. John was aware of the
many studies demonstrating that
sleep deprivation in young children
due to physical problems can be
associated with learning difficulties
(Taras & Potts-Datema, 2005). He
thought this might account for
Cindy’s fatigue and lack of ability
to focus and concentrate in the
classroom.
After Cindy had corrective
surgery at the end of the school
year, her school performance
improved significantly in first grade.
John vowed to monitor the sleep
patterns of children in addition to
other factors whenever low cognitive
functioning was observed in his
classroom.
6 Volume 36, Number 3 DIMENSIONS OF EARLY CHILDHOOD Fall 2008

• Learning requires the integration
of multiple centers of the
brain. Somewhat like musical
instruments can get out of
tune as they are played, the
centers of the brain can also
get out of tune (Dahl, 1996a).
According to Dahl, sleep provides
time for the brain to
resynchronize the orchestra, so
to speak. Sleep helps the brain
to reintegrate information.
It is especially important, therefore,
that young children be allowed
to adjust for any lack of sleep at
naptime because much of what children
do in a high-quality early
childhood program requires the
ability to integrate information.
Reason #4: Sleep Is Essential
for Positive Behavior
Most studies investigating sleep
deprivation and behavior disorders
suggest a strong link between behavioral
problems and lack of sleep in
children (Fisher & Rinehart, 1990).
A few selected highlights of recent
research supporting this hypothesis
follow.
• Two- and 3-year-old children
who did not get at least 10
hours of sleep in a 24-hour
period seemed to be at
greater risk for oppositional
and noncompliant behavior
(Lavigne et al., 1999). These
researchers also found that
less sleep, such as lack of a
daytime nap, was related to
increased behavior problems
in young children.
• Children become irritable,
cranky, and are unable to concentrate
on the simplest tasks
when they have too little sleep.
The quantity of sleep has been
associated significantly with
aggressive behavior, ability to
pay attention, and social
problems (Aronen, Paavonen,
Fjallberg, Soininen, &
Torronen, 2000).
• Behavior problems are more
prevalent among poor sleepers
or children who do not get
the required amount of daily
sleep (Dahl, 1996b; Mindell,
Owens, & Carskadon, 1999;
Sadeh, Gruber, & Raviv,
2002). This may explain why
teachers often report more
difficulty with negative behaviors
in children in afternoon
sessions than in the morning.
Providing an afternoon nap
may help to moderate negative
behaviors simply because
children can complete the 10
to 12 hours of sleep they need
to function properly.
Sleep problems are
often associated with
children’s learning
difficulties.
Sleep patterns may also lend
insights into the behaviors of children
diagnosed with attention deficit
hyperactivity disorder (ADHD). Both
families and educators are urged to
explore the connection between
behavior problems and lack of sleep in
these children (Lamberg, 2004).
• Children who are deprived of
sleep may manifest symptoms
similar to those of ADHD
(Corkum, Tannock, Moldofsky,
1998; Dahl, 1996b; Dahl, Pelham,
& Wierson, 1991).
• Judith Owens, M.D., director
of the Pediatric Sleep Disorders
Clinic at Hasbro Children’s
Hospital in Providence,
Rhode Island, suggests that
getting enough sleep on a
daily basis may help lessen the
severity of the symptoms associated
with ADHD (Smith,
2006).
Reason #5: Sleep Is Essential
for High Academic
Performance
Sleep problems are often associated
with children’s learning difficulties
and can adversely affect school performance
(Blunden et al., 2001; Sadeh
et al., 2002; Taras & Potts-Datema,
2005).
• Children who are healthy
but do not get the required
amount of sleep for their age
have difficulty staying focused
on academic tasks (Wolfson
& Carskadon, 1998).
• Reduced sleep directly affected
academic performance.
When 74 school children
were put on a restricted sleep
schedule, they experienced
academic difficulties and
attention problems (Fallone et
al., 2005).
• Inadequate sleep in young
children may result in lack of
attention or the inability to
concentrate which results in
poor academic performance.
“Sleep should be thought of
as nutrition for the brain”
(Amschler & McKenzie, 2005,
p. 50).
By reducing or eliminating naptime,
will young children be able to
spend that extra time in learning
activities that enhance academic
performance? The evidence is clear
that children who are sleep deprived
are unable to function as well as
they could, so the lack of naptime is
actually counter-productive. Rather
than gaining an extra half hour of
Fall 2008 DIMENSIONS OF EARLY CHILDHOOD Volume 36, Number 3 7

learning, children may very well lose
the entire afternoon instead.
What Early Childhood
Educators Can Do
Rather than decreasing or eliminating
naptime for young children,
naptime should be seen as a necessary
component of any curriculum
because it enhances children’s cognitive,
social, behavioral, and academic
skills. At least one-half to one hour of
naptime is recommended for all children
to supplement the likely
amount of missed nighttime sleep.
Even if children do not fall into a
deep sleep, quiet time provides children
with the opportunity to decompress
and relax. These are some other
ways teachers of young children can
address the topic.
Early childhood educators are
urged to conduct a simple sleep survey
with families to gather information
about children’s sleep habits
(Figure 1). This information could
be a useful addition to the child’s
assessment portfolio.
Pediatricians rarely talk with families
about the importance of children’s
sleep habits, nor do they typically
inform them of the possible links
between insufficient sleep and ill
health, behavioral adjustments, or academic
performance (Blunden et al.,
2004; Kahn et al., 1989). Early childhood
professionals may wish to consider
including these topics—and
children’s health care providers—in
family meetings, workshops, or parent
conferences.
Sleep-related education should
also be integrated into the health curriculum
to teach children about the
benefits of sleep, just as they learn
about good nutrition (Amschler &
McKenzie, 2005).
Subjects & Predicates
By reducing or eliminating naptime, will young children be able to spend that extra
time in learning activities that enhance academic performance? The evidence is clear
that children who are sleep deprived are unable to function as well as they could, so the
lack of naptime is actually counter-productive. Rather than gaining an extra half hour
of learning, children may very well lose the entire afternoon instead.
Observations of behaviors are
essential to watch for signs of lack of
sleep in young children such as
impulsivity, aggression, inattention,
moodiness, poor concentration, and
acting out (Owens et al., 2005).
Keep a checklist of these indicators
close by for quick reference as a
reminder to check on a child’s sleep
history when these behaviors are evident,
and in a journal to determine
if any patterns develop.
Involve families in a discussion
about these methods for monitoring
children’s behavior. They may
wish to keep a similar journal at
Signs of lack of sleep
• impulsivity
• aggression
• inattention
• moodiness
• poor concentration
• acting out
home to provide a bigger picture
about children’s sleep.
Young children who live in
poverty may be at higher risk for
developmental and behavioral problems
due to lack of medical care for
sleep problems (Stein et al., 2001).
Besides helping parents understand
8 Volume 36, Number 3 DIMENSIONS OF EARLY CHILDHOOD Fall 2008

Figure 1. Sample Sleep Behavior Questionnaire
Child’s name:_______________________________________________________________________
Please answer these questions to help our program better meet your child’s needs.
Sleep Habits
1. At what time does your child usually go to bed? _______________________________________________________
2. At what time does your child usually wake in the morning? _____________________________________________
3. At home, does your child usually take naps during the day? YES NO
If yes, how long does your child sleep?_______________________________________________________________
4. Where does your child sleep (such as own bed, with parent, in room with sibling)?
____________________________________________________________________________________
Sleep Behaviors
5. Does your child experience any sleep problems?
___ difficulty falling asleep
___ frequent nighttime wakening
___ bed wetting
___ difficulty getting up
___ Other (please describe) _________________________________________________________________________
6. Does your child snore, talk during sleep, or have difficulty breathing in bed? If so, please describe.
____________________________________________________________________________________
____________________________________________________________________________________
7. Is there anything else we should know about your child’s sleep habits or patterns?
____________________________________________________________________________________
____________________________________________________________________________________
Fall 2008 DIMENSIONS OF EARLY CHILDHOOD Volume 36, Number 3 9

the benefits of sleep, early childhood
educators can refer them to
medical professionals and programs
specializing in sleep disorders for
low-income families. Information
about low- or no-cost health insurance
for low- income families can be found
at http://www.insurekidsnow.gov.
* * *
Eliminating naptime in early childhood
education is a potential risk factor
for poor academic performance,
physical injury, as well as social-emotional
difficulties. Administrators,
teachers, and families must make
sure that young children are provided
with the sleep they need to function
properly. Like food, drink, and
exercise, naptime should be considered
essential to good health for all
young children.
Sleep deprivation can have major
consequences in many areas of a
young child’s life. Sleep and children’s
behaviors are definitely related.
Young children who do not get sufficient
nighttime sleep and naptimes
during the day experience difficulty
academically and socially. Depriving
young children of naptime may
increase the potential for misbehavior
and low academic performance.
Many children are not getting
enough sleep for the same reasons
that adults are not getting enough:
overloaded schedules and lack of
predictable routines. Young children
need almost twice as much
recuperative sleep time as adults.
Ensuring that young children have
the required 10 to 12 hours of sleep
daily is the responsibility of the
adults who care for them.
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Fall 2008 DIMENSIONS OF EARLY CHILDHOOD Volume 36, Number 3 11

Put These Ideas Into Practice!
Five Essential Reasons to Keep Naptime in the
Early Childhood Curriculum
Blanche Desjean-Perrotta
Share this information with families, administrators, health care providers,
policy makers, and others who care about young children’s well being.
Why Naptime Is So Important for Young Children
Reason #1:
Sleep Is Essential to Good Health
• It provides time to rest and renew
energy levels
• It strengthens the body’s immune system
• It helps curb overeating which can lead to
obesity and diabetes
• It diminishes the risk of injury
Reason #2:
Sleep Is Essential for Psychological
and Social/Emotional Wellbeing
• It helps people process the daily events of life
• It reduces stress
• It helps regulate emotions such as irritability
and frustration
• It increases the ability to maintain positive
daily interactions
Reason #3:
Sleep Is Essential for
Cognitive Functioning
• It supports brain development
• It provides time for the brain to
reintegrate information
• It helps with learning and
memory consolidation
• It enhances the ability to learn
abstract concepts
Reason #4:
Sleep Is Essential for Positive Behavior
• It reduces the incidence of oppositional behavior
• It increases the ability to concentrate and
pay attention
• It moderates aggressive behaviors
• It supports positive attitudes and dispositions
Reason #5:
Sleep Is Essential for High
Academic Performance
• It provides time to rest and renew energy levels
• It strengthens the body’s immune system
• It helps curb overeating which can lead to
obesity and diabetes
• It diminishes the risk of injury
Ways to support naptime in early childhood programs
• Include at least one-half to one hour of naptime or quiet time daily.
• Survey families about children’s sleep habits to better understand children’s behaviors.
• Inform families about the benefits to young children of getting the required amount of daily sleep.
• Offer opportunities for young children to learn about the benefits of adequate sleep as part of a comprehensive wellness curriculum.
• Post a checklist of indicators of lack of sleep for quick reference when children exhibit behaviors such as irritability, aggression, or moodiness.
• With families, keep sleep journals to track children’s sleep habits.
• Identify local medical professionals and programs specializing in sleep disorders to share with families as needed.
12 Volume 36, Number 3 DIMENSIONS OF EARLY CHILDHOOD Fall 2008