|
|
|
| Review of role of bedtime routine in early childhood development |
| WANG Ming1, LIN Lin2, SU Ruxin3, PAN Jing2, LIU Yiru2, SHI Guijuan2 , Jodi A MINDELL4,5, WANG Guanghai1,6,7 |
| 1 . MOE-Shanghai Key Laboratory of Children’s Environmental Health, Xinhua Hospital, Shanghai Jiao Tong University School of Medicine, Shanghai 200092, China; 2. Preschool Education (Childcare Services) Guidance Center of Shanghai Pudong New Area, Shanghai 200129, China; 3. Shanghai Mental Health Center, Shanghai Jiao Tong University School of Medicine, Shanghai 200030, China; 4 . Department of Psychology, Saint Joseph’s University, Philadelphia 19131, United States of America; 5 . Sleep Center, Children’s Hospital of Philadelphia, Philadelphia 19104, United States of America; 6. Department of Developmental and Behavioral Pediatrics, Pediatric Translational Medicine Institute, Shanghai Children’s Medical Center, Shanghai Jiao Tong University School of Medicine, Shanghai 200127, China; 7. Shanghai Center for Brain Science and Brain-inspired Intelligence, Shanghai 201602, China |
|
|
|
|
Abstract Early childhood is critical for brain-intelligence development, and it is important to promote early childhood development. According to the conceptual model of bedtime routine, a positive bedtime routine involves five key elements of nurturing care, which includes good health, adequate nutrition, responsive caregiving, early learning opportunities, and safety and security. Bedtime routine has positive and far-reaching influences on children’s sleep, cognition, language, and socio-emotional development. The paper reviews the conceptual model of bedtime routine and its effect on children’s sleep health and early childhood development, in order to inform education-parenting-medical care integrated intervention strategies with a positive bedtime routine as the core to promote comprehensive development in early childhood.
|
|
|
|
|
|
|
|
|
