A recent study conducted at the University of East Anglia has revealed some insights into the relationship between infant napping habits and cognitive skills. Contrary to popular belief, the research suggests that infants who nap frequently may actually have smaller vocabularies and poorer cognitive development.
Lead researcher Dr. Teodora Gliga and her team conducted the study during the lockdown in 2020, providing a unique opportunity to study children’s natural sleep patterns. They surveyed 463 infants aged between eight months and three years, focusing on their sleep patterns, language skills, and cognitive abilities. The results were surprising.
It turns out that some children are more adept at consolidating information during sleep, allowing them to nap less frequently. On the other hand, children with smaller vocabularies and lower cognitive scores tended to need more frequent naps.
Dr. Gliga emphasizes that reducing nap time for these children will not improve their brain development. Instead, it is crucial to allow them to nap as frequently and for as long as they need. The study also highlights the importance of considering a child’s mental age rather than their chronological age when determining their sleep needs.
While the majority of parents reported no significant changes in their child’s sleep patterns during lockdown, parents from lower socio-economic backgrounds were more likely to observe less sleep. Interestingly, the increase in screen time and the decrease in outdoor activities did not explain the differences in sleep patterns.
The findings of this study challenge the previous notion that encouraging frequent naps is essential for preschool children. Instead, it suggests that children have varying sleep needs, and it’s important to consider individual differences. By understanding and accommodating these needs, we can support optimal cognitive development in children.
Published in the journal JCPP Advances, this research provides valuable insights into the intricate relationship between sleep habits and cognitive skills in infants. The study was a collaboration between the University of East Anglia, the University of Oxford, Oxford Brookes University, the University of Leeds, and the University of Warwick, with funding from the Economic and Social Research Council (ESRC).
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