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Social and Demographic Predictors of Preschoolers' Bedtime Routines
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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 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]
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“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]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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“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]
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“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]
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“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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“between 81% [25] and nearly 95% [17] of parents of infants, toddlers, and preschoolers report having a bedtime routine.”
From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [25]
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“Hale et al. found in a study of 3217 families of preschoolers that although 81% indicated having a bedtime routine, 71% of the families reported implementing their bedtime routine on four of the past five weeknights [25].”
From Benefits of a bedtime routine in young children: Sleep, development, and beyond. (2018) · cites this paper as [25]
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Metadata
- 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
- Venue
- Journal of Developmental & Behavioral Pediatrics
- Published
- 2009-10
- Volume
- 30
- Issue
- 5
- Pages
- 394-402
- ISSN
- 0196-206X (ISSN-L)
- 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
- green
- www.ncbi.nlm.nih.gov
- 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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