Supporting sleep in early care and education: an assessment of observed sleep times using a sleep practices optimality index.

Aim: The aim was to investigate whether the sleep practices in early childhood education (ECE) settings align with current evidence on optimal practice to support sleep.

Background: Internationally, scheduled sleep times are a common feature of daily schedules in ECE settings, yet little is known about the degree to which care practices in these settings align with the evidence regarding appropriate support of sleep.

Methods: Observations were conducted in 130 Australian ECE rooms attended by preschool children (Mean=4.

What parents want: parent preference regarding sleep for their preschool child when attending early care and education.

Background: While most children cease napping between the ages of 2 and 5 years, across a range of international settings the allocation of a mandatory naptime is a common feature of the daily routine in Early Care and Education (ECE) programs for children of this age. Evidence regarding the developmental effects of napping is limited but, beyond age 2, is consistently associated with delayed night sleep onset and increased number of awakenings.

Objectives: The present study examined parent preferences towards napping in ECE.