‘Good night, sleep tight, don't let the bed bugs bite, see you in the morning light.’
I was chatting with a first-time parent the other day who told me they could not believe how sleep deprived they were and how unprepared for lack of sleep they were (and how happy they were despite this). Another parent shared after the holiday break how she was not managing the jet lag as her children are historically great sleepers but they were waking her up in the middle of the night and she wasn’t used to not getting her eight hours.
Sleep is a crucial part of our wellbeing and functioning, and we are learning more and more how important the right amount of sleep is, not just for daily functioning (pretty important) but for our overall wellbeing, brain health, mental health and the impact on our bodies for healing, cognitive processing, metabolism – the list goes on.
Studies of brain scans and neuroscience are now giving us more information about how our brains look and respond in the different cycles of sleep and why these cycles of deep sleep, REM, light sleep and awake states occur. There is much awareness now about the importance of winding down before bed, keeping devices out of the bedrooms and the effects of sleep deprivation in general, for both children and adults.
Different cultures and communities have different expectations and views on daytime rest and sleep. Many European countries still have a siesta period where children and adults alike sleep in the middle of the day, the shops close, and the streets are quiet – the community takes a breath.
Early Learning Centres are not only required to have a sleep and rest policy but also a sleep audit, maintained annually. Here we note what we know about each child, any medical issues that might impact their rest/sleep, and what requirements families have.
We are committed to our understanding that children need periods of rest during the day and the opportunity for downtime. While many children between the ages of 3 and 5 have given up daytime sleep, many still need it – sleep needs differ for individuals and for families, and there is no hard and fast rule.
However, the benefits of quiet time from a neuroscience perspective are huge; quiet time helps the brain to consolidate what it has learnt – new skills, information and interactions – it turns the short-term knowledge into lasting and deeper understanding. Quiet time also builds the ability to reflect, problem solve and process emotions, and be alone with your thoughts without external busy distractions. Children don’t always need to be busy to be growing, and the stillness of quiet time can provide opportunities for growth. The brain waves during quiet time are quite different from the brain waves during sleep and also active play. Children who regularly experience quiet time tend to demonstrate stronger attention spans, better stress regulation and increased emotional awareness. In contrast, constant busyness and stimulation can lead to irritability, anxiety and mental fatigue. So, for us in the ELC, quiet time isn’t just about silence and sleep, it is about creating a calm, relaxed environment for downtime, space for children to be thoughtful, self-connect, allowing the brain to process the business of the day, to daydream, imagine and problem solve.
If you are interested in sleep, there are lots of great resources about both children and adults, including 4 Weeks to Better Sleep by Dr Michael Mosley and Why We Sleep by Matthew Walker, both current. Our Carey Community Forum (CCF) event for this semester is being hosted by Dr Carmel Harrington, a sleep expert – Wednesday 27 August at 7pm online – find out more here.
Wendy Seidler
ELC Director – Kew campus
