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Introduction Introduction
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Sleep in Early Childhood Sleep in Early Childhood
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Sleep Insufficiency Sleep Insufficiency
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Sleep Insufficiency and Sleep Habits Sleep Insufficiency and Sleep Habits
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Sleep and Cognitive Skills Sleep and Cognitive Skills
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Indicators of Sleep Disordered Breathing and Behavior Problems Indicators of Sleep Disordered Breathing and Behavior Problems
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Sleep Habits and Behavior Problems Sleep Habits and Behavior Problems
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Temperament Temperament
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Temperament, Academic Achievement, and Sleep Temperament, Academic Achievement, and Sleep
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Temperament and Sleep Temperament and Sleep
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Concurrent Associations between Sleep and Temperamental Self-Regulation Concurrent Associations between Sleep and Temperamental Self-Regulation
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Longitudinal Studies of Sleep and Temperamental Self-Regulation Longitudinal Studies of Sleep and Temperamental Self-Regulation
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Temperament as a Moderator or Mediator of Sleep and Self-Regulation Temperament as a Moderator or Mediator of Sleep and Self-Regulation
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Sleep and Preschool Executive Function Skills Sleep and Preschool Executive Function Skills
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Conclusions Conclusions
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Future Directions Future Directions
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References References
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28 Sleep in Preschoolers: School Readiness, Academics, Temperament, and Behavior
Get accessVictoria J. Molfese, Department of Child, Youth, and Family Studies, University of Nebraska – Lincoln, Lincoln, NE
Kathleen Moritz Rudasill, Department of Educational Psychology, University of Nebraska – Lincoln, Lincoln, NE
Dennis L. Molfese, Department of Psychology, University of Nebraska – Lincoln, Lincoln, NE
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Published:16 December 2013
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Abstract
Kindergarten readiness is characterized by important achievements in the acquisition of content knowledge and development of self-regulation skills—effortful control and executive function—needed for controlled and focused behaviors. Development of these readiness skills begins in the preschool period, and there is now strong evidence that these preschool skills are critically important for children’s academic performance in kindergarten and through elementary grades. Therefore, the focus of this chapter is on the preschool and early elementary periods (kindergarten through third grade) and the roles that sleep habits and sleep problems play in the development of cognitive skills, temperament, and executive functions. Research models, methods, measures and findings reported in published literature involving young children are reviewed and integrated into a framework identifying the influence of sleep on children’s skills and behaviors and suggesting that, at least for temperament, child characteristics may influence sleep.
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