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The Sleep and the Development of the Brain Child
Early school starting time has been associated with increased sleep deprivation and daytime sleepiness and poorer school performance (Carskadon et al., 1998). The children involved complain significantly more about being tired throughout the day and having attention and concentration difficulties than those with a later school start time (Epstein, Chillag and Lavie, 1998). It remains debatable whether school start times are too early: more studies would be needed before any firm conclusions could be made about their effects, together with experiments to better understand the relationship between sleep and learning (such as memory consolidation).
The effectiveness of school lessons, workplace training sessions or conferences could increase if their scheduling and planning took account of the scientific findings on sleep. Educators might, for example, schedule lessons for adolescents later in the day and advise students on the benefits of recapping lessons after a night’s sleep.
Parents could play a valuable role in helping to nurture their children’s brains by ensuring that they get enough sleep and, before bedtime, avoiding activities that hype up the brain, such as computer games.
The effectiveness of school lessons, workplace training sessions or conferences could increase if their scheduling and planning took account of the scientific findings on sleep. Educators might, for example, schedule lessons for adolescents later in the day and advise students on the benefits of recapping lessons after a night’s sleep.
Parents could play a valuable role in helping to nurture their children’s brains by ensuring that they get enough sleep and, before bedtime, avoiding activities that hype up the brain, such as computer games.
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