![]() Parents use sleep diaries to record daily information across a specified period of time (typically from a few days to several weeks) about a child’s bedtimes, morning wake times, and sleep disruptions (e.g., when the child was “out of bed”). Measures of toddlers’ sleep are typically obtained from two sources: parent-reported sleep diaries and actigraph recordings. However, it is not clear how much sleep typical toddlers are actually getting at night (nighttime sleep) or in a 24-hour period (total of nighttime and naptime sleep). The National Sleep Foundation (2014) estimates that toddlers 1- to 3-years-old should get 12 to 14 hours of sleep in a 24-hour period. We are interested in whether parental perceptions of sleep problems are related to actigraph recorded measures of sleep and to reactive behaviors of toddlers, which are temperamentally based.Toddler Sleep However, the authors speculated that children’s behaviors related to sleep, such as bedtime struggles and variability in sleep patterns, contributed to, and may have exaggerated, parental perceptions of their children’s sleep problems. For both groups, actigraph records did not verify parent reports of sleep problems. Jorgensen and Bilenberg (2009) examined parent reports of sleep problems of children five to 11 years of age with ADHD and from parents of typically developing children. We also examined how toddler sleep characteristics based on actigraph records are related to parent perceptions of toddler sleep problems and toddler temperament. Beyond gathering basic data about toddler sleep, we were interested in agreement between parent reports and actigraph-recorded sleep. In the current study, we investigated toddler sleep using two common measures of sleep characteristics – parent reports of their toddler’s sleep from daily sleep diaries and actigraph records. There are fewer studies of sleep in toddlers (aged 2.5 to 3.5 years of age) and, therefore, less information on the characteristics of toddler sleep, such as sleep onset latency (time between bedtime and sleep onset), wake time, total nighttime sleep and total sleep time (nighttime sleep plus nap). These findings are similar to those from other investigations of children ranging in age 4.5 to 16.5 years in which potentially more serious sleep problems, such as snoring or moderate or severe sleep-disordered breathing, were negatively associated with learning and behavior ( Archbold, Giordani, Ruzicka, & Chervin, 2004 Blunden, Lushington, & Kennedy, 2001 O’Brien, et al, 2004 Sadeh, Gruber, & Raviv, 2003). Bates, Viken, Alexander, Beyers, and Stockton (2002) found that 4- to 5-year-old children with disrupted sleep, based on parent daily sleep diaries documenting the variability in sleep duration and bedtimes, had more teacher-reported adjustment problems in preschool. For example, Hiscock, Canterford, Ukoumunne and Wake (2007) linked parents’ reports of their 4- to 5-year-old children’s sleep problems to health and behavior problems, as well as to problems in peer relations and social behaviors, and reports of hyperactivity/inattention. ![]() There is a growing understanding of the role of sleep in preschool children’s development, particularly the impacts of sleep on children’s behavior and school performance.
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