A longitudinal study of preschoolers' language-based bedtime routines, sleep duration, and well-being.
Open accessAbstract
To investigate the associations of caregiver-reported use of language-based bedtime routines among preschoolers at age 3 with children's nighttime sleep duration and cognitive, behavioral, and health outcomes at age 5. Furthermore, we wanted to identify whether parental or household characteristics help explain these associations. We used data on 4,274 children from birth to age 5, drawn from the Fragile Families and Child Wellbeing Study (FFCW), a longitudinal birth cohort study of at-risk children born between 1998 and 2000 in 20 U.S. cities. We used ordinary least squares (for continuous outcomes) and logistic regressions (for dichotomous outcomes) to estimate associations of language-based bedtime routines at age 3 with sleep duration and cognitive, behavioral, and health outcomes at age 5, net of a host of child and family background characteristics. After adjustment for child and family characteristics, we observed a positive association between language-based bedtime routines and both nighttime sleep duration and verbal test scores. Language-based bedtime routines were also inversely associated with behavior problems (anxious, withdrawn, and aggressive behaviors) and positively associated with better general health, yet adjustment for family background characteristics attenuated these associations. No associations were found between language-based bedtime routines and obesity. Results were confirmed using propensity score matching. This research suggests regular use of language-based bedtime routines including singing, reading, and/or storytelling at bedtime may have a lasting positive benefit for children's sleep duration and cognitive development; we find little evidence of such a benefit for child behavior or health.
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Having a language-based bedtime routine at age 3 years predicted increased nighttime sleep duration at age 5 by about 0.2 hours.
“having a language-based bedtime routine at age 3 y was predictive of increased nighttime sleep duration at age 5, by about 0.2 h.”
From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [42]
The Hale et al. study controlled for child, maternal, and household characteristics including race/ethnicity and socioeconomic status.
“Even after controlling for a number of child, maternal, and household characteristics, including race/ethnicity and SES”
From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [42]
In a study of language-based bedtime routines, having such a routine at age 3 significantly predicted higher language abilities and receptive vocabulary at age 5, even after controlling for socio-demographic characteristics.
“Even after controlling for child and family socio-demographic characteristics, having a language-based bedtime routine at age three years significantly predicted higher language abilities and receptive vocabulary at age five years.”
From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [42]
In that study, the results weakened when age 3 language and vocabulary scores were included in the model.
“These results were attenuated when age three years language and vocabulary scores were included in the model.”
From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [42]
Including parent-child book sharing as a bedtime routine component benefits child language, literacy, and cognitive development.
“Collectively, these studies, as well as the two bedtime routine studies that have shown a link between reading activities before bedtime and child literacy-related outcomes [42,71] highlight the benefits of including parent–child book sharing as a bedtime routine component for child language, literacy, and cognitive development.”
From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [42]
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- Authors
- Hale, L., Berger, L. M., LeBourgeois, M. K., & Brooks-Gunn, J.
- Affiliations
- Stony Brook School (US)
- University of Wisconsin–Madison (US)
- University of Colorado Boulder (US)
- Venue
- Journal of Family Psychology
- Published
- 2011
- Volume
- 25
- Issue
- 3
- Pages
- 423-433
- ISSN
- 0893-3200 (ISSN-L)
- 1939-1293
- PMC
- PMC3134391
- OpenAlex
- W2121053729
- Cited by
- 142
- References
- 45
- Citations by year
- 2026: 8 · 2025: 7 · 2024: 9 · 2023: 13 · 2022: 11 · 2021: 15 · 2020: 9 · 2019: 6 · 2018: 6 · 2017: 10 · 2016: 9 · 2015: 9 · 2014: 16 · 2013: 7 · 2012: 6
- FWCI
- 12.37
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Family Psychology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Sponsor name not included (R21HD060208; K01HD054421; K01MH074643)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD36916; R01HD39135; R01HD40421)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Sleep and related disorders
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- bedtime routines, nighttime sleep duration, preschool children, child well-being, cognitive development, child behavior problems, anxiety, withdrawal, aggression, child health, obesity, parental characteristics, household characteristics, storytelling, singing, reading to children, Fragile Families and Child Wellbeing Study
- MeSH terms
- Activities of Daily Living, Adaptation, Psychological, Adult, Child Development, Child, Preschool, Family Characteristics, Female, Health Status, Humans, Infant, Language, Longitudinal Studies, Male, Sleep, Time Factors, United States, Young Adult
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