Relevant bibliographies by topics / Naptime

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Naptime'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Naptime"

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Mindell, Jodi, Erin Leichman, and Katie Rotella. "0507 Prevalence and Components of Naptime vs. Bedtime Routines in Young Children." Sleep 45, Supplement_1 (May 25, 2022): A224. http://dx.doi.org/10.1093/sleep/zsac079.504.

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Abstract Introduction Bedtime routines are a well-established sleep-promoting practice for young children; however, little is known about the prevalence or components of naptime routines. Thus, the aim of this study was to explore the prevalence and activities (e.g., feeding, hygiene components) of home-based naptime routines for infants and toddlers. Methods Mothers of 465 infants and toddlers (4-36mos; M=18.5mos) completed an online questionnaire addressing questions about naptime routines and behaviors, as well as the Brief Infant Sleep Questionnaire–Revised (BISQ-R). The sample included infants (4-11.9m; n=147), younger 1-year-olds (12-17.9m; n=87), older 1-year-olds (18-23.9m; n=75), and 2-year-olds (24-36m; n=156). Results Overall, 95% (n=440) reported that their child naps at home, and 65% (n=301) indicated having a naptime routine lasting approximately half an hour (M=29.0 minutes; SD=31.0). As compared to 54% reporting a consistent naptime routine (³5 times per week), ranging from 50% in 2yos to 62% in younger-1yos, 81% had a consistent bedtime routine. Overall, mothers reported a mean 69.0% (SD=24.4) similarity between naptime and bedtime routine steps. A bath (18% at naptime vs. 90% at bedtime), washing-up (30% vs. 56%), lotion use (23% vs. 80%), breastfeeding/breastmilk (21% vs. 37%), and feeding to sleep (44.% vs. 47%) were less prevalent at naptime than bedtime.Prevalence ranges by age group were: bath 12% (2yos) to 23% (infants) at naptime and 84% (infants) to 93% (2yos) at bedtime; washing-up, 28% (infants) to 34% (older-1yos) at naptime and 54% (younger-1yos) to 58% (infants) at bedtime; lotion application, 19% (2yos) to 29% (younger-1yos) at naptime and 78% (2yos) to 83% (younger-1yos) at bedtime; breastfeeding, 8% (2yos) to 35% (infants) at naptime and 13% (2yos) to 65% (infants) at bedtime; and feeding to sleep, 31% (2yos) to 57% (infants) at naptime and 35% (2yos) to 58% (infants) at bedtime. Conclusion Overall, nearly all infants and toddlers napped, and just over half reported having a naptime routine. Naptime routines were much less prevalent than bedtime routines, but overall contained similar activities. Feeding behaviors across naptime and bedtime routines were more similar than hygiene components (e.g., bath), with slight variation by age. Psychoeducation about a naptime routine’s potential benefit may be warranted. Support (If Any) Johnson & Johnson Consumer Inc., Skillman, NJ, USA
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Knauert, Melissa P., Nancy S. Redeker, Henry K. Yaggi, Michael Bennick, and Margaret A. Pisani. "Creating Naptime." Journal of Patient Experience 5, no. 3 (January 17, 2018): 180–87. http://dx.doi.org/10.1177/2374373517747242.

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Introduction: Patients in the intensive care unit (ICU) have significantly disrupted sleep. Sleep disruption is believed to contribute to ICU delirium, and ICU delirium is associated with increased mortality. Experts recommend sleep promotion as a means of preventing or shortening the duration of delirium. ICU Sleep promotion protocols are highly complex and difficult to implement. Our objective is to describe the development, pilot implementation, and revision of a medical ICU sleep promotion protocol. Methods: Naptime is a clustered-care intervention that provides a rest period between 00:00 and 04:00. We used literature review, medical chart review, and stakeholder interviews to identify sources of overnight patient disturbance. With stakeholder input, we developed an initial protocol that we piloted on a small scale. Then, using protocol monitoring and stakeholder feedback, we revised Naptime and adapted it for unitwide implementation. Results: We identified sound, patient care, and patient anxiety as important sources of overnight disturbance. The pilot protocol altered the timing of routine care with a focus on medications and laboratory draws. During the pilot, there were frequent protocol violations for laboratory draws and for urgent care. Stakeholder feedback supported revision of the protocol with a focus on providing 60- to 120-minute rest periods interrupted by brief clusters of care between 00:00 and 04:00. Discussion: Four-hour blocks of rest may not be possible for all medical ICU patients, but interruptions can be minimized to a significant degree. Involvement of all stakeholders and frequent protocol reevaluation are needed for successful adoption of an overnight rest period.
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Grunditz, Sofia, Anne-Li Lindgren, and Sofia Frankenberg. "Vardagligt samspel och mobila sängar i barnstorlek – en visuell historisk analys av vilan i förskolan." Educare - vetenskapliga skrifter, no. 1 (March 14, 2019): 116–42. http://dx.doi.org/10.24834/educare.2019.1.6.

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In previous historical studies on preschools, the main sources are texts; photos are used merely as illustrations. Inspired by the idea to use visual materials to study the look of the past by scrutinising historical photos and films of naptime in preschool, this article will shed light on preschool as an institution and on the materiality of naptime practices. The data comprise of historical photographs and films from the period 1900–1970 (in total 14 films and approximately 200 photographs that, in one way or the other, depict naptime: adult and child interaction, the beds' constructions, the material organization of rooms and naptime routines). By using visual analyses, visualizations and the notion of path dependence, the article shows how the everyday practice of napping was carried out in the historical preschool in relation to questions of continuity and change. The results suggest that the design of beds, as child-sized and easy to move and store, can be understood as defining the institution as a preschool with play and educational practices as its main purpose. At the same time, however, the beds themselves indicate that care, as sleep or napping, was an essential practice in historic preschools.
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Smith, Simon S., Shannon L. Edmed, Sally L. Staton, Cassandra L. Pattinson, and Karen J. Thorpe. "Correlates of naptime behaviors in preschool aged children." Nature and Science of Sleep Volume 11 (April 2019): 27–34. http://dx.doi.org/10.2147/nss.s193115.

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Kimura, Noriyuki, Yasuhiro Aso, Kenichi Yabuuchi, and Etsuro Matsubara. "Association between objectively measured walking steps and sleep in community-dwelling older adults: A prospective cohort study." PLOS ONE 15, no. 12 (December 14, 2020): e0243910. http://dx.doi.org/10.1371/journal.pone.0243910.

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Physical inactivity and sleep disturbances are major problems in an ageing society. There is increasing evidence that physical activity is associated with sleep quality. However, the association between daily walking steps and sleep remain unclear. This prospective study examined the relationship between objectively measured daily walking steps and sleep parameters in Japanese community-dwelling older adults. In total, 855 community-dwelling individuals aged 65 and above, with an uninterrupted follow-up from August 2015 to March 2016, were enrolled. The participants wore a wristband sensor for an average of 7.8 days every three months. Multiple linear regression analysis was performed to examine the relationship between daily walking steps and sleep parameters, including the total sleep time, sleep efficiency, time awake after sleep onset (WASO), awakening time count during the night, and naptime. The median (interquartile range, IQR) age of the participants was 73 (69–78) years, with 317 (37.1%) men and 538 (62.9%) women. The median (IQR) educational level was 12 (11–12) years, and the median (IQR) Mini-Mental State Examination score was 29 (27–30) points. The number of daily walking steps showed a positive correlation with sleep efficiency and an inverse correlation with WASO, awakening time count, and naptime, after adjusting for covariates and correcting for the false discovery rate (β = 0.098, 95% confidence interval [CI]: 0.034 to 0.162, p = 0.003; β = −0.107, 95% CI: −0.172 to −0.043, p = 0.001; β = −0.105, 95% CI: −0.17 to −0.04, p = 0.002; and β = −0.31, 95% CI: −0.371 to −0.249, p < 0.001, respectively). Our results can help promote walking as an intervention for preventing sleep disturbances in community-dwelling older adults.
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Trawick-Smith, Jeffrey, Heather Oski, Kim DePaolis, Kristen Krause, and Alyssa Zebrowski. "Naptime data meetings to increase the math talk of early care and education providers." Journal of Early Childhood Teacher Education 37, no. 2 (April 2, 2016): 157–74. http://dx.doi.org/10.1080/10901027.2016.1165762.

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Bowers, Jason P., Joseph J. Cassellberry, Daniel Isbell, Julius Kyakuwa, Yining Li, Emily M. Mercado, and Elizabeth M. Wallace. "A Descriptive Study of the Use of Music During Naptime in Louisiana Child Care Centers." Journal of Research in Childhood Education 33, no. 2 (March 15, 2019): 212–24. http://dx.doi.org/10.1080/02568543.2019.1577770.

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Raman, Sajani, Sara Guerrero-Duby, Jennifer L. McCullough, Miraides Brown, Sarah Ostrowski-Delahanty, Diane Langkamp, and John C. Duby. "Screen Exposure During Daily Routines and a Young Child’s Risk for Having Social-Emotional Delay." Clinical Pediatrics 56, no. 13 (February 1, 2017): 1244–53. http://dx.doi.org/10.1177/0009922816684600.

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This cross-sectional study assessed associations between social-emotional development in young children and their number of daily routines involving an electronic screen. We hypothesized children with poor social-emotional development have a significant portion of daily routines occurring with a screen. Two hundred and ten female caregivers of typically developing children 12 to 36 months old completed the Ages and Stages Questionnaire: Social-Emotional (ASQ: SE) and a media diary. Caregivers completed the diary for 1 day around 10 daily routines (Waking Up, Diapering/Toileting, Dressing, Breakfast, Lunch, Naptime, Playtime, Dinner, Bath, and Bedtime). Median number of daily routines occurring with a screen for children at risk and not at risk for social-emotional delay (as defined by the ASQ: SE) was 7 versus 5. Children at risk for social-emotional delay were 5.8 times more likely to have ≥5 routines occurring with a screen as compared to children not at risk for delay (χ12 = 9.28, N = 210, P = .002; 95% confidence interval = 1.66-20.39).
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Bacaro, Valeria, Bernd Feige, Fee Benz, Anna F. Johann, Paola De Bartolo, Alessandra Devoto, Caterina Lombardo, Dieter Riemann, and Chiara Baglioni. "The Association between Diurnal Sleep Patterns and Emotions in Infants and Toddlers Attending Nursery." Brain Sciences 10, no. 11 (November 22, 2020): 891. http://dx.doi.org/10.3390/brainsci10110891.

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Background: Childcare programs often include mandatory naptime during the day. Loss of daytime sleep could lead to a moderate-to-large decrease in self-regulation, emotion processing, and learning in early childhood. Nevertheless, daytime sleep has been less accurately studied than nighttime sleep. This study aims to explore the relationship between diurnal sleep habits in nursery settings, nocturnal sleep quality, and post-nap emotional intensity in infants and toddlers. Methods: Data of 92 children (52 girls, 40 boys) aged 6 to 36 months were obtained. Sleep habits as well as positive and negative emotions were monitored by educators during nursery times through a sleep and emotion diary for two weeks. Results: Explorative analyses showed that diurnal sleep hours decreased across age groups (except for females aged 25–36 months) and that all age groups had a lower amount of nocturnal sleep than is recommended by the National Sleep Foundation. Partial correlation analysis showed significant correlation between daytime sleep onset latency and positive emotions. Mediation analyses showed that daytime napping is relevant for emotional functioning independently of nocturnal sleep quality. Conclusions: Daytime sleep in early childhood seems to be linked to the management of positive and negative emotions and could play a role in healthy development of emotional processes.
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Kim, Jihye, Seongjun Park, Heegang Kim, and Myoung Souk Yeo. "Emission characterization of size-resolved particles in a pre-school classroom in relation to children’s activities." Indoor and Built Environment 28, no. 5 (May 2, 2017): 659–76. http://dx.doi.org/10.1177/1420326x17707565.

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The objective of this study was to investigate the effect of children’s daily activity patterns on the size-resolved indoor particles in a pre-school classroom, qualitatively and quantitatively. Real-time particle number size distribution data in conjunction with activity were collected experimentally in a pre-school classroom during two seasons: late spring and early winter. We divided daily activities into six groups: Arrival, Large Group, Small Group, Naptime, Dismissal and Unoccupied. The concentration variation forms of coarse particles were compared qualitatively among activity groups. The results indicated that noteworthy coarse particle concentration variations were observed during each activity group. These variations were caused by four factors: presence/absence of children, variation in the number of children, activity intensity and presence of sources. The emission rates were estimated to quantify the impact of activities. Time series emission rates were deduced from the piecewise-constant inputs and outputs model. The piecewise-constant emission rates were averaged for sequential parts to reduce noise and ensure daily repeated peaks were not missed. The sequential part-constant emission rates were consistent with previously described particle number concentration variation results and the predicted indoor particle number concentration data with sequential part-constant emission rates agreed well with measured data.
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Dissertations / Theses on the topic "Naptime"

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Staton, Sally Louisa. "Assessing the value of mandatory sleep/rest periods in early childhood education and care." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/80102/1/Sally_Staton_Thesis.pdf.

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In Australia while "appropriate provision for sleep and rest" in early education and care settings is legislated there is no research base to define appropriate practice. This study provided the first, comprehensive documentation of sleep practices in early education and care and assessed their impacts on child health and well-being. The evidence supports development of practice guidelines to manage the complex individual and organisational factors associated with provisions for sleep and rest. The thesis contributes to significant international debate in sleep science regarding the benefits of promoting day-sleep during a period characterized by decline in biological propensity to nap.
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Gilboord, MELODY. "Naptime in Full-Day Kindergarten." Thesis, 2014. http://hdl.handle.net/1974/12204.

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The Ontario Ministry of Education’s guidelines for full-day kindergarten do not specifically mention naptime (Ontario Ministry of Education, 2010). This study sought to address the issue of naptime in full-day kindergarten. Focus groups and interviews were conducted to understand the perspectives of eighteen parent and teacher participants. Seven of the participants were kindergarten teachers, nine were parents. Two participants qualified to be both teacher and parent. The main findings from this study demonstrated that parents and teachers considered the following to be advantages of naptime: (1) a nap allows a break that enables students to focus on afternoon learning, (2) a nap allows the behaviour of children to improve (3) some children are young and require a nap, (4) teachers use naptime to complete preparation for the next lesson, and (5) since school is a long day for children, a nap is required to ensure students will remain awake in the afternoon. The disadvantages of kindergarten naptime were identified as: (1) an afternoon nap is not useful for all students, (2) it takes away from time devoted to academics, (3) it negatively affects bedtimes and, (4) managing naptime is problematic. Additionally, more appealing alternatives to a naptime session were suggested: (1) Down Time which refers to activities that are quiet without any expectation that children will sleep, (2) Rest Time which includes an option to sleep or participate in quiet, individual activities, and (3) Quiet Time which is a period of time dedicated to quiet, individual activities without any intention of sleeping. It was suggested that only Junior Kindergarten students need a chance to nap, since it will help them focus in the afternoon. A synthesis of my findings suggests that a 30-minute rest time could be incorporated in the full-day Junior Kindergarten, but not Senior Kindergarten, program at the midday point.
Thesis (Master, Education) -- Queen's University, 2014-05-27 14:50:50.525
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Books on the topic "Naptime"

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Naptime. Toronto: Groundwood Books, 2014.

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ill, Heinlen Marieka, ed. Naptime. Minneapolis, MN: Free Spirit Pub., 2008.

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ill, Sweet Melissa, ed. Naptime, laptime. New York: Cartwheel Books, 1995.

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Andrew, Clements. Naptime for Slippers. New York: Dutton Children's Books, 2005.

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Bach, Johann Sebastian. Classical naptime for tots. [Place of publication not identified]: Telarc, 2008.

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Oh, no!: A naptime adventure. New York: Viking, 1993.

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Bedtime and naptime ... and bedtime and naptime: The simple joys of a mom's life. Salt Lake City, Utah: Deseret Book, 2011.

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Gideon: It's play time, not naptime! Boston, Mass: Houghton Mifflin Harcourt, 2012.

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Thompson, D. R. The big ocean: An underwater naptime adventure. Tigard, OR: This New World Pub., 2004.

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Thompson, D. R. My new town: A flying naptime adventure. Tigard, OR: This New World Pub., 2003.

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Book chapters on the topic "Naptime"

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Galman, Sally Campbell. "No Country for Old (or even Middle Aged or Adolescent) Men." In Naptime at the O.K. Corral, 1–22. Routledge, 2018. http://dx.doi.org/10.4324/9780203712474-1.

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Galman, Sally Campbell. "Little Britches." In Naptime at the O.K. Corral, 23–52. Routledge, 2018. http://dx.doi.org/10.4324/9780203712474-2.

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Galman, Sally Campbell. "The Wild Bunch." In Naptime at the O.K. Corral, 53–78. Routledge, 2018. http://dx.doi.org/10.4324/9780203712474-3.

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Galman, Sally Campbell. "Get Along Little Dogies: an Introduction to Method." In Naptime at the O.K. Corral, 79–100. Routledge, 2018. http://dx.doi.org/10.4324/9780203712474-4.

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Galman, Sally Campbell. "Sleeping Babies Tell No Tales." In Naptime at the O.K. Corral, 101–26. Routledge, 2018. http://dx.doi.org/10.4324/9780203712474-5.

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Galman, Sally Campbell. "Dances with Toddlers." In Naptime at the O.K. Corral, 127–52. Routledge, 2018. http://dx.doi.org/10.4324/9780203712474-6.

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Galman, Sally Campbell. "Yes That Looks Exactly Like a Giraffe." In Naptime at the O.K. Corral, 153–74. Routledge, 2018. http://dx.doi.org/10.4324/9780203712474-7.

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Galman, Sally Campbell. "Research Ethics." In Naptime at the O.K. Corral, 175–200. Routledge, 2018. http://dx.doi.org/10.4324/9780203712474-8.

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Galman, Sally Campbell. "The Ballad of Little Shane." In Naptime at the O.K. Corral, 201–8. Routledge, 2018. http://dx.doi.org/10.4324/9780203712474-9.

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Musgrave, David. "Paris, Capital of the Australian Poetic Avant-Garde: Christopher Brennan’s ‘Musicopoematographoscope’, John Tranter’s ‘Desmond’s Coupé’ and Chris Edwards’ ‘A Fluke’ and After Naptime." In Remembering Paris in Text and Film, 165–86. Intellect Books, 2021. http://dx.doi.org/10.1386/9781789384185_9.

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Conference papers on the topic "Naptime"

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Khot, Rohit Ashok, Kannan Srinathan, and Rutuja Ashok Khot. "NAPTune." In the 3rd International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2407796.2407803.

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