“Sleep Patterns And Sleep Disruptions In School-Aged Children.”
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“Sleep Patterns And Sleep Disruptions In School-Aged Children.”
The five journal articles I examined were all from a journal
titled Developmental Psychology, May 2000. The first
journal article that I observed was “Sleep Patterns and
Sleep Disruptions in School-Aged Children.” This study
assessed the sleep patterns, sleep disruptions, and
sleepiness of school-age children. Sleep patterns of 140
children (72 boys and 68 girls; 2nd-, 4th-, and 6th-grade
students) were evaluated with activity monitors
(actigraphs). In addition, the children and their parents
completed complementary sleep questionnaires and daily
reports. The findings reflected significant age differences,
indicating that older children have more delayed sleep onset
times and increased reported daytime sleepiness. Girls were
found to spend more time in sleep and to have an increased
percentage of motionless sleep. Fragmented sleep was found
in 18% of the children. No age differences were found in any
of the sleep quality measures. Scores on objective sleep
measures were associated with subjective reports of
sleepiness. Family stress, parental age, and parental
education were related to the child's sleep-wake measures.
The next article I observed was “Shared Caregiving:
Comparisons Between Home and Child-Care Settings.” The
experiences of 84 German toddlers (12-24 months old) who
were either enrolled or not enrolled in child care were
described with observational checklists from the time they
woke up until they went to bed. The total amount of care
experienced over the course of a weekday by 35 pairs of
toddlers (1 member of each pair in child care, 1 member not)
did not differ according to whether the toddlers spent time
in child care. Although the child-care toddlers received
lower levels of care from care providers in the centers,
their mothers engaged them in more social interactions
during non-working hours than did the mothers of home-only
toddlers, which suggests that families using child care
provided different patterns of care than families not using
child care. Child-care toddlers experienced high levels of
emotional support at home, although they experienced less
prompt responses to their distress signals. Mothers' ages
were unrelated to the amounts of time toddlers spent with
them, but older mothers initiated more closeness.
The next article I wrote on was “Friendship and Social
Competence in a Sample of Preschool Children Attending Head
Start.” Relations between friendship and so...
The complete article is about 800 words and 3.2 pages long.
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