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Cited by 232Sleep and related disordersChild and Adolescent Psychosocial and Emotional DevelopmentCircadian rhythm and melatonin

Social and demographic predictors of preschoolers' bedtime routines

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Hale, Lauren, Berger, Lawrence M., LeBourgeois, Monique K., Brooks-Gunn, Jeanne·2009·Journal of Developmental & Behavioral Pediatrics
DOI 10.1097/dbp.0b013e3181ba0e64PMC PMC2793084
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Abstract

OBJECTIVE: To examine the associations of child and family sociodemographic characteristics with preschooler bedtime routines. METHOD: We use parent-report data of 3217 3-year-old children (48% black, 26% Hispanic, and 22% white) from the Fragile Families and Child Wellbeing Study to examine whether child and family characteristics are associated with the presence, time, and consistency of bedtime routines. RESULTS: More than 80% of sample children have a bedtime yet only two thirds follow it. After extensive controls for maternal education, family structure, and other household characteristics, black and Hispanic children have later bedtimes than white children and reduced odds of using regular bedtimes (by 22% and 29%, respectively) and using bedtime routines (by 47% and 33%, respectively). Low maternal education, increased household size, and poverty are associated with decreased use of parent-child interactive and hygiene-related bedtime routines. CONCLUSION: Children from disadvantaged households are less likely to have consistent bedtime routines than their more advantaged counterparts. This may contribute to later disparities in sleep quality, duration and timing, factors known to be associated with adverse behavioral, cognitive, and health outcomes.

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  • Preschoolers who are African American or Hispanic/Latino, and those whose mothers have lower educational attainment, are less likely to follow a regular bedtime routine.

    “preschoolers of African American or Hispanic/Latino racial/ethnic background, as well as those whose mothers had lower levels of educational attainment, were significantly less likely to follow a regular bedtime routine [25].”

    From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [25]

    The Results report that children of Black and Hispanic mothers were less likely to have bedtime routines, and that lower maternal education was associated with being less likely to have one. But the Results also state that maternal education was not significantly associated with actually using a bedtime routine on four or more weeknights. Thus the claim is supported for having a routine, but not for lower-education children being less likely to follow it regularly. (LLM, conf=0.92)

    Experimental — accuracy not yet measured

  • Increased bedtime routine consistency and engagement in positive, healthy bedtime routine activities are critical for improved developmental outcomes.

    “increased bedtime routine consistency [23,40] and engagement in positive, healthy bedtime routine activities [19,25,26] are critical in conferring improved developmental outcomes.”

    From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [25]

    The introduction describes consistent bedtime routines as associated with better sleep, which in turn is associated with better physical, behavioral, and cognitive outcomes. The Methods section identifies interactive and hygiene-related bedtime activities. But the paper does not establish that greater routine consistency or engagement in those activities is critical to causing improved developmental outcomes; its conclusion says routines may contribute to later differences. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Instituting a healthy bedtime routine may be particularly beneficial for promoting healthy outcomes in at-risk populations, such as socioeconomically disadvantaged young children and their families, as developing positive routines can act as a buffer against family stress and promote better outcomes.

    “instituting a healthy bedtime routine may be particularly beneficial for promoting healthy outcomes in at-risk populations, such as socioeconomically disadvantaged young children and their families [25,138], as developing positive routines can act as a buffer against family stress and promote better outcomes.”

    From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [25]

    Split into 2 atoms — 0 confirmed, 2 partially supported, 0 disputed, 0 misattributed, 0 unverifiable. Expand the claim to see per-atom verdicts.

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  • African American families and families of lower socioeconomic status are less likely than Caucasian families and more advantaged families to engage in interactive and hygiene-related bedtime routines.

    “African American families, as well as families of lower SES, were less likely than Caucasian families and those of more advantaged backgrounds to engage in interactive and hygiene-related routines.”

    From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [25]

  • In US studies, interactive and hygiene-related routines are the most common bedtime routine activities, with 60% of families reporting interactive routines and 58% reporting hygiene-related routines.

    “Interactive and hygiene-related routines were the most common, with 60% of families reporting interactive routines and 58% with hygiene-related routines.”

    From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [25]

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Authors
Hale, L., Berger, L. M., LeBourgeois, M. K., & Brooks-Gunn, J.
Affiliations
  • Stony Brook University (US)
  • University of Wisconsin–Madison (US)
  • Brown University (US)
Corresponding author
Hale, Lauren
ORCID
Venue
Journal of Developmental & Behavioral Pediatrics
Publisher
Ovid Technologies (Wolters Kluwer Health)
Published
2009-10
Volume
30
Issue
5
Pages
394-402
ISSN
0196-206X (ISSN-L)
DOI
10.1097/dbp.0b013e3181ba0e64
PMC
PMC2793084
OpenAlex
W2007551859
Cited by
232
References
48
Citations by year
2026: 9 · 2025: 7 · 2024: 14 · 2023: 17 · 2022: 21 · 2021: 28 · 2020: 18 · 2019: 13 · 2018: 11 · 2017: 14 · 2016: 16 · 2015: 10 · 2014: 16 · 2013: 13 · 2012: 10
FWCI
10.02
Type
journal article
Language
en
Open access
Locations
  • Journal of Developmental & Behavioral Pediatrics (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
  • National Institutes of Health
  • National Institute of Mental Health (K01MH074643)
  • National Institute on Minority Health and Health Disparities (L60 MD001253)
  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (K01HD054421, R24HD047879, R01HD039135, R21HD060208, R01HD036916, R01HD040421)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Sleep and related disorders
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Life Sciences › Neuroscience › Endocrine and Autonomic Systems › Circadian rhythm and melatonin
Keywords
bedtime routines, preschool children, sociodemographic disparities, racial and ethnic disparities, maternal education, household poverty, household size, family structure, sleep timing, sleep quality, Fragile Families and Child Wellbeing Study
MeSH terms
Black or African American, Child, Preschool, Education, Family, Hispanic or Latino, Humans, Hygiene, Interviews as Topic, Longitudinal Studies, Parent-Child Relations, Poverty, Regression Analysis, Sleep, Socioeconomic Factors, Time Factors, Cohort Studies, White People

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