Imagine a preschool classroom where little Maya keeps yawning through circle time, or a daycare home where little Ahmed wakes up crying in the night for the third time in an hour. These are not rare events – many caregivers and teachers see signs of sleep trouble in children aged 0–8. When children struggle with sleep, it can affect their mood, learning, and behaviour the next day.
Sleep problems in young children are surprisingly common, yet they are often under‑recognized. Addressing them is vital because quality sleep supports children’s development – physically, emotionally, and cognitively. Caregivers and preschool teachers will find practical, research‑based strategies to tackle bedtime resistance, night wakings, and related sleep issues.
Why Sleep Problems Matter in Early Childhood
Even mild sleep disturbances can ripple through a child’s life. Research indicates that parent‑reported sleep problems affect about 10 percent of infants and toddlers at any given point. Other studies suggest 20–30 percent of preschoolers experience bedtime issues or night wakings.
Poor sleep links not only to day‑to‑day tiredness but also to longer‑term emotional and behavioural difficulties. Early childhood sleep difficulties have been associated with internalising problems such as anxiety later on. In addition, insufficient or fragmented sleep can relate to cognitive and behavioural development in preschool years.
For teachers and caregivers, helping children establish good sleep routines is more than a health matter: it supports learning, self‑regulation, and social growth.
Common Sleep Issue 1: Bedtime Resistance
One of the most frequent sleep problems in young children is bedtime resistance. In many preschool classrooms and homes, children stall at bedtime. They ask for extra stories, want water, or call out for their caregiver.
Why it happens:
- The child may not feel ready to switch from active play to rest.
- The child may lack a predictable bedtime routine.
- Separation anxiety or fear of sleeping alone can play a role.
Actionable Tips:
- Establish a calming, consistent bedtime routine: include brushing teeth, reading a short book, and dimming lights.
- Use a visual schedule or clock: show children when “time for bed” begins and ends.
- Offer limited choices: for example, “Do you want the blue or red blanket?” gives a sense of control.
- Gradually fade caregiver presence: reduce involvement night by night until the child can settle independently.
Theory Connection: According to Erikson’s stages of psychosocial development, preschool-aged children need opportunities to make choices but also depend on secure relationships. Offering choices within structure supports autonomy and trust.
Evidence Base: Prevalence studies show bedtime resistance affects a large proportion of children aged 4–9. Behaviourally based insomnias often reflect learned patterns, not medical disease.
Common Sleep Issue 2: Night Wakings
Another widespread problem is night wakings. Children may wake several times during the night, calling out for a caregiver or needing help to go back to sleep.
Why it happens:
- Children may have developed sleep-onset associations, e.g., needing to be rocked or held to sleep.
- Light, noise, or changes in the sleep environment can wake a child.
- Irregular sleep schedules or inconsistent light exposure may disrupt circadian rhythms.
Actionable Tips:
- Teach self-soothing: gradually encourage children to fall asleep without external props.
- Maintain a stable room environment: keep light low and noise consistent.
- Regulate daily routines: make daytime schedule, naps, and bedtimes as consistent as possible.
- Limit screen time before bed: avoid tablets, phones, or TV in the hour before sleep.
Theory Connection: Vygotsky emphasises that social support scaffolds learning. In sleep training, caregivers scaffold self-soothing skills, gradually withdrawing as children build independence.
Evidence Base: Longitudinal research shows that waking overnight strongly predicts caregiver-reported sleep problems in early childhood. Irregular light schedules and inconsistent routines increase the risk of night wakings.
Common Sleep Issue 3: Sleep Anxiety and Nightmares
Some young children struggle with sleep anxiety or frequent nightmares. They may express fear of the dark or refuse to go to bed alone.
Why it happens:
- Developmental fears are normal: children begin to imagine things that worry them.
- Children may have anxiety about separation or upcoming changes.
- Lack of emotional tools to manage fear.
Actionable Tips:
- Provide a “worry time” before bed: let children talk about fears, draw pictures, or use a “worry box.”
- Use a night-light or soft lamp to create a comforting environment.
- Teach simple relaxation: breathing exercises or imagining a calm place can help.
- Read stories that address courage or coping with fears.
Theory Connection: According to Piaget’s preoperational stage, children aged 2–7 often engage in magical thinking. A night-light or comforting story helps reduce anxiety.
Evidence Base: Sleep-related difficulties such as bedtime resistance, sleep onset delay, and sleep-related anxiety are more common in younger children (4–9-year-olds) than in older children. Sleep anxiety is linked to later behavioural issues.
Common Sleep Issue 4: Short Sleep Duration
Some children do not get enough sleep. Teachers may observe a child seeming tired, irritable, or sleepy even after a nap.
Why it happens:
- Bedtime may be too late.
- Naps may be too long or too late in the day.
- Disorganized family routines may cause inconsistency.
Actionable Tips:
- Set a consistent, age-appropriate bedtime.
- Adjust nap schedules to not interfere with night sleep.
- Create a weekly sleep plan: align weekend times with weekday routines.
- Reduce evening screen time.
Theory Connection: Montessori philosophy emphasises predictable environments and routines. Steady daily rhythm supports self-regulation and security.
Evidence Base: Insufficient sleep is common when bedtimes are delayed or inconsistent. Sleep quantity and quality relate to behavioural and cognitive outcomes.
Common Sleep Issue 5: Sleep Problems in Children with Developmental Delays
Children with developmental differences often face additional sleep challenges.
Why it happens:
- Underlying developmental status may affect sleep-wake regulation.
- Physical discomfort or sensory sensitivities may disrupt sleep.
- Lack of consistent routines may worsen problems.
Actionable Tips:
- Include sleep assessment in developmental check-ups.
- Use structured sleep schedules: visual supports and social stories.
- Adapt the sleep environment: ensure comfort, reduce sensory stimuli.
- Coordinate with therapists for strategies to self-soothe.
Theory Connection: Reggio Emilia philosophy emphasises designing supports that match each child’s unique needs.
Evidence Base: Surveyed preschool children with developmental delays had high rates of abnormal sleep scores, underlining the need for sleep screening.
Common Sleep Issue 6: Parasomnias (Night Terrors, Sleepwalking)
A less common problem is parasomnias, such as night terrors or sleepwalking.
Why it happens:
- Occurs during deep non‑REM sleep.
- Often emerge in children aged 1–4 and decrease with age.
- Stress, fatigue, or irregular sleep can trigger episodes.
Actionable Tips:
- Ensure a safe sleep environment.
- Do not forcefully wake a child; guide them back to bed.
- Maintain a regular sleep schedule.
- Consult a paediatrician or sleep specialist if frequent.
Theory Connection: Erikson’s trust vs mistrust stage highlights the importance of feeling safe. A secure sleep space supports trust, even with parasomnias.
Evidence Base: Night-waking and bedtime problems are highly treatable behavioural conditions. Parasomnias require environmental safety and consistent routines.
Connecting Sleep and Development
Good sleep affects how children grow, learn, and behave.
Developmental theory connections:
- Piaget: Supports memory and cognitive development.
- Vygotsky: Caregiver scaffolding builds independence.
- Erikson: Secure routines foster trust and autonomy.
- Montessori: Order and consistency promote self-regulation.
- Reggio Emilia: Responsive sleep environments respect child individuality.
Research shows poor sleep in preschool years is associated with behavioural problems, emotional dysregulation, and anxiety. Early sleep difficulties may persist if not addressed.
Daily Routines for Teachers and Caregivers
Practical strategies:
- Share sleep education with families.
- Set a sleep-friendly classroom or daycare schedule.
- Create a “sleep toolkit” for children (books, dolls, night-lights).
- Monitor and adapt with sleep logs.
- Coordinate with paediatricians or sleep consultants when problems persist.
Conclusion
Sleep problems in young children – bedtime resistance, night wakings, sleep anxiety, short sleep duration, and parasomnias – are common but manageable. Teachers and caregivers can apply evidence-based strategies to help children develop healthy sleep habits.
Key Takeaways:
- Establish a consistent, calming bedtime routine.
- Encourage self-soothing and independence.
- Create a safe, predictable sleep environment.
- Address sleep anxiety with talk, stories, and relaxation.
- Keep sleep schedules steady.
- Pay attention to children with developmental needs.
- Seek expert help when needed.
By investing in good sleep, caregivers support children’s emotional regulation, social growth, and cognitive learning. With patience and consistency, children can overcome sleep problems. Celebrate small wins and provide steady, caring support.
References
- Prevalence, patterns, and persistence of sleep problems in the first 3 years of life. PubMed
- Common sleep disorders in children. AAFP
- Early childhood sleep difficulties and middle childhood internalising and externalising psychopathology. SpringerLink
- Prevalence of sleep problems and association with preterm birth among kindergarten children. Frontiers in Pediatrics
- External light schedules can induce nighttime sleep disruptions in a Homeostat‑Circadian‑Light Model. arXiv
