| Satisfaction/quality |
A subjective assessment of “good” or “poor” sleep |
Due to age or developmental level, children may be unable to reliably report on the quality of or their satisfaction with their sleep Parental perceptions of child sleep quality may be influenced by parents’ own mood, behaviors, and views of their child, and according to the broader socio-cultural context Parents and older children or adolescents may disagree on the quality of the child’s sleep
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| Alertness/Sleepiness/Napping |
The ability to maintain attentive wakefulness |
Although many children stop napping between the ages of three and 5, there are racial/ethnic and cultural differences in napping Many children evidence increased energy or hyperactivity when sleepy
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| Timing |
The placement of sleep within the 24-h day |
Whereas adults typically have more control over their sleep timing, bed and wake times may be dictated by parents’ work schedules or sleep-related beliefs, by other children or adults in the home, and by environmental demands and expectations, including school start times and extracurricular activities
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| Efficiency (continuity) |
The ease of falling asleep and returning to sleep |
Frequent night awakenings are developmentally appropriate in infants, and there is no standard definition to reflect “sleeping through the night” Due to age or developmental level, children may be unable to reliably report on their own sleep efficiency Parents of older children and teenagers may be unaware of the child’s awakenings and sleep efficiency
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| Duration |
The total amount of sleep obtained per 24 h |
With the exception of objective studies conducted in adolescents, recommended sleep need for children is based on estimates of actual sleep or sleep opportunity Recommended sleep duration changes as a child develops, and thus will vary by age as well as other child and family factors Little is known about sleep need in children with neurodevelopmental conditions or other comorbidities, as well as how sleep need may vary by race, ethnicity, and culture
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| Behaviors (*additional dimension not included in Buysse’s 2014 paper) |
Not applicable |
Sleep-related behaviors in children can support or undermine optimal sleep in children. These behaviors include:
Sleep schedule and bedtime routine consistency Sleep onset associations and parentechild interactions at bedtime Caffeine consumption Usage of electronics devices prior to bedtime, at bedtime, and overnight
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