By Amanda Bryans
Why won’t they just go to sleep?!
Justin T. was a younger 4-year-old who seemed even smaller and younger than his actual age. My Head Start classroom was his first experience away from home. During the first weeks, he wailed for several minutes after his mother dropped him off but was fairly easily engaged in the wonders of the room — blocks, cars, books, meals, friends — he loved it all. Until, that is, it came to rest time. When the cots came out, Justin T.’s eyes filled and he screamed, “I WANT MY MOMMY.” The assistant teacher put her hands over her ears and quietly said to me, “I can’t take that noise. You take him.”
Educators of the 3- to 5-year-old set need a break. After more than two years of pandemic, with spotty if any time spent in their Head Start programs, children may have less experience in group care, different social skills, and more experience of trauma. At the same time, teachers, teacher assistants, and family child care providers may be new to the Head Start program and less familiar with the regulations, routines, and positive supports that keep children safe and help them thrive. All of it can come to a head at rest time. Staff need a break, they have paperwork to do, and they sometimes desperately want children to go to sleep.
Shiquira was another child in my Head Start room those many years ago. She was a young 4 as well. She was articulate and confident. She lay on her cot at rest time, listened to the soothing music, and remained wide awake. Some of the children in my room fidgeted, pulled toys off shelves, and talked to each other, but most drifted off to sleep within the first 10 minutes of our hour-long rest period. Shiquira’s eyes stayed wide open.
Research is very clear that human beings need sleep. Young children need more sleep than older children and adults. Sleep, it turns out, is required for learning as well as for health. Recent studies affirm that children’s need for sleep varies according to the development of the brain’s hippocampus. As most experienced educators recognize, some 4- and a few 3-year-olds no longer require an afternoon nap. It can be hard to tell whether children “need” to nap. Some children come to their centers tired, as many preschool-age children do not get all the sleep they need. Unfortunately, and as most of us adults know, being overtired may make it harder to fall asleep. Other children who come to Head Start programs don’t feel safe enough to let themselves fall asleep. Children may miss their parents or caregivers most at rest time, especially when they are new to the program. So many of our Head Start children have experienced trauma, loss, and uncertainty in recent months.
The Head Start Program Performance Standards require that preschool programs operating more than six hours provide a rest time, as well as quiet activity alternatives for children who do not fall asleep (45 CFR §1302.31(e)). Rest time should be relaxing for both educators and children. Lights can be dimmed and soft music played. Some programs use audiobooks that can help children focus on resting. Many educators incorporate relaxation strategies, such as helping children learn to take some deep slow breaths. Children cannot and should not be required to remain inactive on cots. Instead, they can be encouraged to see if they are sleepy for a short time, often with a book. Rest time is an important learning opportunity for self-regulation. Adults can help children learn to slow down and relax.
Children who remain awake can choose to rest on a cot or move to an area of the room and select a quiet activity. Quiet activities can include books, small felt boards and felt shapes, puzzles, pegboards, drawing, or writing. A teacher needs to stay near this area to guide children and make sure they are engaged. Children can understand that some of their friends need to rest, so they need to use their quiet time skills.
Every child is different. Shiquira did not need to nap anymore. We provided her with a choice of art materials and manipulatives which she enjoyed at a table. As for, Justin T.? Well, we learned his mother was a victim of ongoing domestic violence. Justin T. sometimes woke up to the scary sounds of his mother being hurt. He desperately needed more sleep, but he was too worried. Eventually, her Head Start family worker helped Justin T. and his mom get to safety. Justin T. learned to rest with a special stuffed animal and a nearby adult. One day, he fell asleep and stayed asleep until rest time was over.
Amanda Bryans is the education and research to practice supervisor at the Office of Head Start.