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A Descriptive Study of the Use of Music during Naptime in Louisiana Child Care Centers

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Title: A Descriptive Study of the Use of Music during Naptime in Louisiana Child Care Centers
Language: English
Authors: Bowers, Jason P., Cassellberry, Joseph J., Isbell, Daniel, Kyakuwa, Julius, Li, Yining, Mercado, Emily M., Wallace, Elizabeth M.
Source: Journal of Research in Childhood Education. 2019 33(2):212-224.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Music, Sleep, Child Care, Child Care Centers, Questionnaires, Teacher Attitudes, Preschool Children, Preschool Teachers, Early Childhood Education, Music Activities, Infants, Toddlers
Geographic Terms: Louisiana
DOI: 10.1080/02568543.2019.1577770
ISSN: 0256-8543
Abstract: The purpose of this study is to describe the use of recorded music in child care centers during naptime. Using a cross-sectional survey design, administrators and teachers from 62 child care centers in Louisiana responded to an online questionnaire designed to gather information about children's sleep habits and teacher perceptions of music surrounding naptime at child care centers. Questionnaire items were grouped into the following sections: (1) teacher demographics, (2) classroom demographics, (3) use of music during naptime, (4) perceptions about efficacy of using music during naptime, and (5) selection criteria for music to be used during naptime. Results corroborated previous research regarding the necessity of and healthy benefits associated with naptime and music's effectiveness in this regard. Overall, child care centers have similar naptime routines, and most students take more than 30 minutes to fall asleep. The music is typically provided by the child care center, and most teachers prefer to use the same music each day. The use of religious music is very common throughout the state, although classical-instrumental music is the most widely played genre. Teachers perceived that music's soothing effect is the most important aspect when choosing music for naptime.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1211131
Database: ERIC
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  Value: <anid>AN0135800046;40z01apr.19;2019Apr10.06:59;v2.2.500</anid> <title id="AN0135800046-1">A Descriptive Study of the Use of Music During Naptime in Louisiana Child Care Centers </title> <p>The purpose of this study is to describe the use of recorded music in child care centers during naptime. Using a cross-sectional survey design, administrators and teachers from 62 child care centers in Louisiana responded to an online questionnaire designed to gather information about children's sleep habits and teacher perceptions of music surrounding naptime at child care centers. Questionnaire items were grouped into the following sections: (<reflink idref="bib1" id="ref1">1</reflink>) teacher demographics, (<reflink idref="bib2" id="ref2">2</reflink>) classroom demographics, (<reflink idref="bib3" id="ref3">3</reflink>) use of music during naptime, (<reflink idref="bib4" id="ref4">4</reflink>) perceptions about efficacy of using music during naptime, and (<reflink idref="bib5" id="ref5">5</reflink>) selection criteria for music to be used during naptime. Results corroborated previous research regarding the necessity of and healthy benefits associated with naptime and music's effectiveness in this regard. Overall, child care centers have similar naptime routines, and most students take more than 30 minutes to fall asleep. The music is typically provided by the child care center, and most teachers prefer to use the same music each day. The use of religious music is very common throughout the state, although classical-instrumental music is the most widely played genre. Teachers perceived that music's soothing effect is the most important aspect when choosing music for naptime.</p> <p>Keywords: Child care; child care services; music; napping; questionnaires</p> <p>Music is typically considered to be an integral part of the early childhood/preschool experience. This is supported by research concerning music's role in early childhood development and improved mood, learning, decreased anxiety (Hallam, Price, & Katsarou, [<reflink idref="bib10" id="ref6">10</reflink>]; Kemper, [<reflink idref="bib12" id="ref7">12</reflink>]; Seinfeld, Figueroa, Ortiz-Gil, & Sanchez-Vives, [<reflink idref="bib27" id="ref8">27</reflink>]; Shore, [<reflink idref="bib28" id="ref9">28</reflink>]), and social engagement skills and cooperation (de l'Etoile, [<reflink idref="bib5" id="ref10">5</reflink>]; de Vries, [<reflink idref="bib6" id="ref11">6</reflink>]; Lee, [<reflink idref="bib16" id="ref12">16</reflink>]; Tarnowski & Barrett, [<reflink idref="bib36" id="ref13">36</reflink>]). Listening to music in early childhood education centers has also been associated with influence on sleep and napping (Iwaki, Tanaka, & Hori, [<reflink idref="bib11" id="ref14">11</reflink>]; Patterson, [<reflink idref="bib23" id="ref15">23</reflink>]; Pruitt, [<reflink idref="bib24" id="ref16">24</reflink>]; Tan, [<reflink idref="bib35" id="ref17">35</reflink>]).</p> <p>Children attending early child care centers often nap for around 2 hours per day. Due to challenges associated with coordinating children's sleep schedules, routines, and biological rhythms, some child care centers attempt to control the sleep environment (Siren-Tiusanen & Robinson, [<reflink idref="bib30" id="ref18">30</reflink>]) by using "calm, soothing music" as a supportive component (Stanton et al., [<reflink idref="bib31" id="ref19">31</reflink>], p. 32). However, the use of music in child care settings during naptime – a time in childrens' day when music might interact with their mood and health in a consequential way – has been relatively unexamined. Therefore, need for knowledge on the role of music in early childhood education centers' sleep routines is compounded by the sheer number of children and teachers who might benefit from the clarification of research-based practice in this area.</p> <hd id="AN0135800046-2">Early childhood education centers in the United States</hd> <p>The authors of this article have chosen to label the questionnaire respondents as early childhood education (ECE) centers/educators despite the fact that we are unaware of the specific activities taking place at each center. The number of professional ECE centers in the United States grew significantly in the 1960s and 1970s as women's rights groups facilitated the reframing of gender roles and more women began working outside the home (Mishel, Bernstein, & Allegretto, [<reflink idref="bib21" id="ref20">21</reflink>]). As more mothers began to enter the workforce, families needed ECE during the day (Williams & Boushey, [<reflink idref="bib39" id="ref21">39</reflink>]). Along with this shift came the professionalization of ECE centers, and the development of training programs to ensure an adequate supply of qualified and motivated care providers (Lamb, Sternberg, & Ketterlinus, [<reflink idref="bib14" id="ref22">14</reflink>]). Formal ECE centers in the United States are now organized in various ways: by parents, family friends and neighbors, private caregivers in residential homes, institutional settings for custodial or educational purposes, and supplementary care outside school hours (Lovely, [<reflink idref="bib19" id="ref23">19</reflink>]; Palley, [<reflink idref="bib22" id="ref24">22</reflink>]).</p> <hd id="AN0135800046-3">Music in early childhood education centers</hd> <p>Schäfer, Sedlmeier, Städtler, and Huron ([<reflink idref="bib26" id="ref25">26</reflink>]) examined the psychological functions of music listening using principal components analysis. They identified three underlying functions of music listening, in which music facilitated (<reflink idref="bib1" id="ref26">1</reflink>) regulation of arousal and mood, (<reflink idref="bib2" id="ref27">2</reflink>) self-awareness, and (<reflink idref="bib3" id="ref28">3</reflink>) social relatedness. These results may indicate that the uses of music in the ECE center during transition times – to calm children during naptime and to facilitate social interaction, engagement, and cooperation – align with the primary psychological functions of music. Social cooperation and self-awareness are often targeted outcomes in ECE centers. Lee ([<reflink idref="bib16" id="ref29">16</reflink>]) conducted research on the use of music in character development for preschoolers and found that "when musical activities are combined with character development, children are better equipped to proactively address problems in their daily lives" (p. 342).</p> <hd id="AN0135800046-4">Music and naps</hd> <p>The use of music in ECE centers is often associated with music's recognized benefits to young students in their physical, social, and cognitive development (Hallam et al., [<reflink idref="bib10" id="ref30">10</reflink>]; Suthers, [<reflink idref="bib34" id="ref31">34</reflink>]). Similarly, a daily naptime routine is commonplace among ECE centers as well (Burnham, Gaylor, & Wei, [<reflink idref="bib2" id="ref32">2</reflink>]; Field, [<reflink idref="bib7" id="ref33">7</reflink>]; Golden, [<reflink idref="bib9" id="ref34">9</reflink>]; Sims & Cecconi-Roberts, [<reflink idref="bib29" id="ref35">29</reflink>]; Tan, [<reflink idref="bib35" id="ref36">35</reflink>]). Altough naps have traditionally been associated with healthy routines for children, there has been some dissent regarding the necessity of daily naps for health. For example, Burnham et al. ([<reflink idref="bib2" id="ref37">2</reflink>]) investigated the relationship of napping with demographics and developmental outcomes, specifically those associated with cognitive development. They collected data from 3,050 participants and found differences in average nap length but did not find significant relationships between naps and developmental outcomes.</p> <p>ECE professionals vary in their description of the use of music as a listening activity or a naptime practice in ECE settings. For example, studies by Golden ([<reflink idref="bib9" id="ref38">9</reflink>]) and Daniels ([<reflink idref="bib4" id="ref39">4</reflink>]) found a drastic difference in the amount of listening activities in preschools. In Ohio, Golden found that 79% of licensed preschools (<emph>N</emph> = 500) used music every day; 95.6% of these schools had daily music listening. In contrast, Daniels ([<reflink idref="bib4" id="ref40">4</reflink>]) found listening was reported at only 6% of preschools in four southeastern states (N = 143). However, Daniels ([<reflink idref="bib4" id="ref41">4</reflink>]) specifically asked about naptime and found that 102 of the 143 schools play music during naptime. It may be that Golden's Ohio teachers considered naptime music an actual "music listening event," whereas Daniels' ([<reflink idref="bib4" id="ref42">4</reflink>]) teachers considered naptime music an integral part of the nap routine rather than a musical activity.</p> <hd id="AN0135800046-5">Teachers' preparation to teach music</hd> <p>Within many studies, classroom teachers lead the music-related activities (Golden, [<reflink idref="bib9" id="ref43">9</reflink>]). However, most of them do not have formal training in music education. Golden reported that most teachers acknowledged that their music lessons are typically unplanned and found most participants in her study held the "overwhelming perception that music activities are not structured to learn about music through direct teaching and pre-playtime experimentation, but, instead, to enhance other aspects of the early childhood program" (p. 6). Researchers focusing on music functions in the ECE centers (de l'Etoile, [<reflink idref="bib5" id="ref44">5</reflink>]; de Vries, [<reflink idref="bib6" id="ref45">6</reflink>]) also considered the readiness of early childhood educators to promote targeted behaviors from the use of music that facilitate engagement, cooperation, and social interaction. In his experiment with music training programs and ECE professionals, de l'Etoile ([<reflink idref="bib5" id="ref46">5</reflink>]) found that the readiness of educators to include music in ECE activities factors into the effectiveness of the music lesson on student abilities, particularly with engagement skills. Additionally, de l'Etoile found that children increased behaviors related to visual, vocal, and physical engagement when their respective caregivers participated in a short music training program. Furthermore, lessons involving music with caregivers who received training generally received more positive outcomes in targeted behaviors. de l'Etoile suggested that perfunctory music training include skills in physical engagement with music as well as in facilitating group interaction and involvement.</p> <p>de Vries ([<reflink idref="bib6" id="ref47">6</reflink>]) also conducted research involving music training for early childhood educators, where prior to receiving training, educators' primary use of music was to emphasize the enjoyment of music and vocal engagement. After training, caregivers felt prepared to also encourage physical engagement and creativity through the use of percussion instruments and to also emphasize cooperation and creativity through small-group music making. In his discussion of the results, de Vries ([<reflink idref="bib6" id="ref48">6</reflink>]) notes that the inclusion of music professional development for teachers increased awareness for music making at the school, and with students and parents who were interested in extending some of the activities at home.</p> <hd id="AN0135800046-6">Use of recorded music in early childhood education centers</hd> <p>Research that is specific to music in ECE centers and preschool classrooms mainly addresses engagement activities, and effects of instruction. However, very few studies have discussed the styles and genres of music being used, or the use of recorded music in capacities other than engagement or instruction activities. Given that the American Academy of Pediatrics recognizes the far-reaching effects of music in the lives of children, as evidenced by the need for its 2009 policy statement, research giving further attention to genre and the use of recorded music in ECE centers is justified.</p> <hd id="AN0135800046-7">Genre preferences</hd> <p>Recorded music of various genres is often used for transition times and as background music in ECE centers. Tarnowski and Barrett ([<reflink idref="bib36" id="ref49">36</reflink>]) found that Wisconsin preschools (<emph>N</emph> = 686) use music to transition between routines, such as meals and naptime. In a survey of 143 preschools from four southeastern states, Daniels ([<reflink idref="bib3" id="ref50">3</reflink>]) reported that background music was likely to be played at naptime, quiet time, and during arrival. Recordings of children's songs were used as background music with the greatest frequency (96%), followed by classical (70%), popular (34%), sacred (32%), country (10%), and easy-listening (5%) music. Most teachers used music for naptime, a few for transitions, and some to alter children's moods, such as settling down or to encourage excitement.</p> <p>Daniels ([<reflink idref="bib4" id="ref51">4</reflink>]) briefly mentioned genre and indicated the majority of music played was children's and classical music. Some studies were even less specific, stating only that classrooms provided a variety of music and used various equipment, such as records, tapes, and CDs (Golden, [<reflink idref="bib9" id="ref52">9</reflink>]). Sims and Cecconi-Roberts ([<reflink idref="bib29" id="ref53">29</reflink>]) conducted a study of musical genres present in preschool classrooms. They analyzed recorded music in 13 classrooms from eight different schools. Music recordings (<emph>N</emph> = 1293) were categorized into 24 different genres. The most plentiful genres were children's music and popular music. They found no particular albums in common between the classrooms. Interviews determined that teachers used music they liked or thought the students would like.</p> <p>Lamont ([<reflink idref="bib15" id="ref54">15</reflink>]) provided a different perspective on use of genres not by investigating which music was most present nor what music teachers used, but rather by examining the musical preferences of preschool students themselves. She examined which styles and genres of music 32 United Kingdom children (ages 3.2–3.9 years) prefer to interact with throughout their day. Lamont found that most of the music they engaged with was music they chose. Children seemed to listen to music more often when music was "an accompaniment to almost every activity" and experienced less music when it was "controlled by people other than their parents or other family members, and the most common of these was preschool" (p. 257).</p> <hd id="AN0135800046-8">Use of music to influence sleep quality</hd> <p>The regulation of arousal and mood is one of the underlying dimensions of the psychological functions of music listening (Schäfer et al., [<reflink idref="bib26" id="ref55">26</reflink>]), and research on the influence of music on mood and affect was cited to support the American Academy of Pediatrics' 2009 policy statement on the impact of music on children and youth. As the influence of music on mood has become a readily acceptable assumption, the idea that music might have a calming effect on children also seems to be widespread in research hypothesizing that music provides positive benefits in the process of falling asleep or for sleep quality (Iwaki et al., [<reflink idref="bib11" id="ref56">11</reflink>]; Patterson, [<reflink idref="bib23" id="ref57">23</reflink>]; Pruitt, [<reflink idref="bib24" id="ref58">24</reflink>]; Tan, [<reflink idref="bib35" id="ref59">35</reflink>]).</p> <p>Field ([<reflink idref="bib7" id="ref60">7</reflink>]) conducted one of the few studies involving music and sleep in toddlers and preschool-age children, measuring time to sleep onset with and without classical guitar music during naptime. Field found that toddlers and preschoolers fell asleep faster with the presence of music than without (toddlers = 35% faster, preschoolers = 19% faster). The author suggested the use of music in an evening bedtime routine could facilitate sleep for toddlers and preschoolers at the regular evening bedtime.</p> <p>Tan ([<reflink idref="bib35" id="ref61">35</reflink>]) investigated the use of music in naptime for 5th-grade children and found that the use of music during naptime or bedtime improved overall sleep quality; however, some limitations in research design were present, which caused the researcher to caution generalization of the findings. The study was limited to a convenience sample of a single group of 5th-graders in Taiwan, a Hawthorne effect could have been present, and the instrument used for data collection was subjective. The study was also conducted during winter, and all participations mentioned cold temperature as the primary factor affecting their sleep. Koenig et al. ([<reflink idref="bib13" id="ref62">13</reflink>]) studied the effects of music on sleep quality in a sample of college students older than age 19 and concluded that music listening had neither a positive nor a negative effect on the sleep quality, using the same measurement for sleep quality as Tan ([<reflink idref="bib35" id="ref63">35</reflink>]), the Pittsburgh Sleep Quality Index. And rather than examining the effect of music in general on sleep quality, Staum and Brotons ([<reflink idref="bib33" id="ref64">33</reflink>]) investigated the effects of music amplitude on relaxation in college students and found that softer music was preferred for relaxation over louder music. The researchers also found there was no change in heart rate with changes in amplitude.</p> <hd id="AN0135800046-9">Purpose</hd> <p>Research has shown that music has a strong influence on the classroom environment; however, there is little data on its use in ECE centers outside of specific music instruction. Although the use of music and its effects on sleep quality has been explored, and research involving music and naptime of older children has been investigated briefly, there is still a need for additional research on the use of music to influence sleep in infants and toddlers. The purpose of this research project, therefore, was to describe the use of music during naptime in Louisiana (LA) ECE centers, with special attention placed on perceived effectiveness of using recorded music of various genres to facilitate naptime during school. The research questions were:</p> <p></p> <ulist> <item> How common is the use of music for naptime?</item> <p></p> <item> How is music used during naptime?</item> <p></p> <item> What genre of music is used during naptime?</item> <p></p> <item> What are the teachers' attitudes toward using music during naptime?</item> <p></p> <item> What are the teachers' selection criteria for music used during naptime?</item> </ulist> <hd id="AN0135800046-10">Methodology</hd> <p>A cross-sectional survey design was selected to gather descriptive data, gauge attitudes and perceptions about the use of music for naptime, and look for possible relationships between respondent subgroups and questionnaire items (Visser, Krosnick, & Lavrakas, [<reflink idref="bib38" id="ref65">38</reflink>]). Questionnaire items were grouped into four sections, each designed to focus the respondents' attention on a particular subtopic (Mertens, [<reflink idref="bib20" id="ref66">20</reflink>]) and clearly addressed research questions. To alleviate possible instrument reliability concerns associated with closed-ended questions (Visser et al., [<reflink idref="bib38" id="ref67">38</reflink>]), some questions contained an "other" option with typing space for an open-ended response.</p> <hd id="AN0135800046-11">Item development</hd> <p>The first section of the questionnaire contained six closed-ended questions specific to individual teachers' demographic information. These questions concerned sex, age, number of years teaching in ECE centers, job title, highest level of education, and any licenses or certifications, such as state certifications in PK-12 and early childhood certifications.</p> <p>The second section contained five closed-ended questions that related to the classroom environment, such as number of students enrolled, amount of time allocated for naps each day, how long it takes the students to fall asleep, what percentage fall asleep each day, and if they have a naptime routine. The sixth question in this survey asked teachers to describe their classroom naptime routine.</p> <p>Section three collected information about use of music during naptime. Respondents were first asked yes/no questions regarding if they use music at naptime, if the school supplies the music, and if they use the same selection of music each day such as the same track, CD, station, and so on. Subsequent questions inquired about media type (i.e. cassette, CD, MP3, YouTube, radio, or streaming services), and genre (white noise, ambient, jazz, soft pop/rock, popular music, classical-instrumental, classical-vocal, children's music, and other). Respondents were able to select more than one genre but could also provide their own genre if none applied. To gather more reliable genre selection data and minimize error due to respondents' understandings of musical genres, a nonrequired listening item was included. Respondents were asked to listen to eight 30-second musical excerpts and choose the one that most closely matched the music they used during naptime. Each excerpt matched a corresponding genre from the list in the previous question.</p> <p>Section 4 contained nine rating questions that evaluated respondents' attitudes toward the use of music during naptime: specifically, their perceptions about the efficacy of using music during naptime and their selection criteria for music to be used during naptime. Eight questions concerning music selection criteria used a bipolar rating scale. To help mitigate reliability issues associated with rating scales (Visser et al., [<reflink idref="bib38" id="ref68">38</reflink>]), a scale of 1 (<emph>not effective or not important</emph>) to 10 (<emph>extremely effective or extremely important</emph>) was used to avoid any middle or indifferent option. Additionally, an item reversal was included in this section to more reliably judge the respondents' perceptions about the importance of lyrics being present in naptime music (Visser et al., [<reflink idref="bib38" id="ref69">38</reflink>]).</p> <hd id="AN0135800046-12">Pilot testing</hd> <p>Once the questionnaire was developed, a pilot test of the survey was conducted with one administrator and one teacher at a university ECE center. This was to determine if any problems or limitations existed with the instrument, establish how long it would take to complete the questionnaire, and identify any confusing or inappropriate items. Based on feedback from the pilot test, no changes to the questionnaire were necessary and the study proceeded with data collection.</p> <hd id="AN0135800046-13">Data collection and analysis</hd> <p>ECE centers in Louisiana have been overseen by the Louisiana Department of Education (LDOE) since 2014 and are an establishment of the Louisiana Early Childhood Care and Education Network, which unifies the state's ECE programs. In 2016, 55,095 children were being cared for in the six ECE centers recognized by the LDOE, summarized in Table 1 (Louisiana Department of Education, [<reflink idref="bib18" id="ref70">18</reflink>]). The LDOE is responsible for developing and publishing standards for the licensing of ECE centers. The Department mandates the licensing of all ECE facilities and child-placing agencies. Table 1 provides additional enrollment data for six types of ECE centers.</p> <p>Table 1. Statistics for Louisiana child care providers, 2016, enrollment by setting.</p> <p> <ephtml> <table><thead><tr><td>Setting</td><td>Number of children</td></tr></thead><tbody><tr><td>Type I (church or religious organization, no state or federal funding)</td><td>29,057</td></tr><tr><td>Type II (received state or federal funding for food and nutrition only)</td><td>13,546</td></tr><tr><td>Type III (received state or federal funding)</td><td>11,854</td></tr><tr><td>Family child care</td><td>584</td></tr><tr><td>In-home</td><td>31</td></tr><tr><td>School-based</td><td>23</td></tr><tr><td /><td>Total 55,095</td></tr></tbody></table> </ephtml> </p> <p>Through consultation with the director of a state university ECE center, the researchers created an initial respondent pool using a purposive sample of people identified as representative of the Louisiana state population of ECE centers administrators (Babbie, [<reflink idref="bib1" id="ref71">1</reflink>]). An email was sent to each of these administrators asking them to forward the questionnaire link to teachers at their institution. Initial response with this method was low, and it was impossible to determine exactly how many teachers were sent the questionnaire, so a second round of sampling was used to generate a larger sample. This second pool of email addresses was created using systematic random sampling of an online database of ECE centers in the same state (Fraenkel, Wallen, & Hyun, [<reflink idref="bib8" id="ref72">8</reflink>]).</p> <p>The questionnaire was transferred to and deployed using the online software Qualtrics and was located on the university website and emailed directly to participants (Qualtrics, Provo, UT). The questionnaire remained active for 5 weeks with reminder emails sent at the end of the 2nd and 4th weeks. At the conclusion of the survey period, researchers conducted descriptive analyses using the Qualtrics software program. Researchers used the Atlas.ti version 1.0.50 software to code qualitative data collected from the open-ended question. In vivo coding was used during the initial stages, as respondents' words were used verbatim to create codes (Saldaña, [<reflink idref="bib25" id="ref73">25</reflink>]). In a second stage of analysis, responses were coded descriptively to elucidate the content of respondents' naptime routines, which enabled comparison between respondents (Saldaña, [<reflink idref="bib25" id="ref74">25</reflink>]).</p> <hd id="AN0135800046-14">Results</hd> <p></p> <hd id="AN0135800046-15">Demographics</hd> <p>A total of 62 people provided responses to the questionnaire. Respondent demographics can be found in Table 2. All response options for each question have been reported in Table 2.</p> <p>Table 2. Respondent demographics.</p> <p> <ephtml> <table><thead><tr><td>Characteristics</td><td><italic>n</italic></td><td>Percentage</td></tr></thead><tbody><tr><td>Sex</td><td /><td /></tr><tr><td> Male</td><td>1</td><td>1.6</td></tr><tr><td> Female</td><td>61</td><td>98.4</td></tr><tr><td>Age</td><td /><td /></tr><tr><td> 18–24</td><td>3</td><td>4.8</td></tr><tr><td> 25–34</td><td>16</td><td>25.8</td></tr><tr><td> 35–44</td><td>14</td><td>22.6</td></tr><tr><td> 45–54</td><td>21</td><td>33.9</td></tr><tr><td> 55–64</td><td>7</td><td>11.2</td></tr><tr><td> 65 or older</td><td>1</td><td>1.6</td></tr><tr><td>Years in child care</td><td /><td /></tr><tr><td> 0–3</td><td>10</td><td>16.1</td></tr><tr><td> 4–6</td><td>5</td><td>8.0</td></tr><tr><td> 7–9</td><td>11</td><td>17.8</td></tr><tr><td> 10–12</td><td>12</td><td>19.3</td></tr><tr><td> 13–15</td><td>4</td><td>6.5</td></tr><tr><td> 16–18</td><td>6</td><td>9.7</td></tr><tr><td> 19–21</td><td>3</td><td>4.9</td></tr><tr><td> 22–24</td><td>3</td><td>4.9</td></tr><tr><td> 25 or more</td><td>8</td><td>12.9</td></tr></tbody></table> </ephtml> </p> <p>Respondents' reported education levels and certifications or licensures held can be found in Table 3. Respondents were able to select more than one option for the question about certification or licensure. Some people indicated that they served as administrator and teacher in their position; others did not indicate if they were a teacher or administrator. We are therefore unable to provide accurate data in this area.</p> <p>Table 3. Naptime music selection criteria.</p> <p> <ephtml> <table><thead><tr><td>Criterion</td><td><italic>n</italic></td><td><italic>M</italic></td><td><italic>SD</italic></td></tr></thead><tbody><tr><td>Soothing effect</td><td>53</td><td>9.8</td><td>1.4</td></tr><tr><td>Familiar to teacher</td><td>52</td><td>4.0</td><td>3.7</td></tr><tr><td>Familiar to students</td><td>53</td><td>5.5</td><td>3.7</td></tr><tr><td>Has instruments</td><td>53</td><td>6.7</td><td>3.2</td></tr><tr><td>Has lyrics</td><td>52</td><td>2.9</td><td>3.5</td></tr><tr><td>No lyrics</td><td>53</td><td>5.2</td><td>3.6</td></tr><tr><td>Rhythm is noticeable or active</td><td>53</td><td>4.7</td><td>3.2</td></tr></tbody></table> </ephtml> </p> <hd id="AN0135800046-16">Classroom environment</hd> <p>Respondents were asked to provide information about how many students were enrolled in their classes. Twenty-seven respondents (47%) selected the option signifying they had 18 or more students in their class. Twenty-seven respondents (47%) had between 10 and 15 students in their class, two (3%) had between eight and nine, and two (3%) selected "seven or fewer."</p> <p>Respondents were asked how much time they allocate for napping each day, how many of their students fall asleep each day during naptime, and how long it takes for the majority of their students to fall asleep. When asked how much time was allocated for nap time each day, most teachers (<emph>n</emph> = 53, 88%) selected the option <emph>more than 55 minutes</emph>. Thirty-nine (65%) respondents reported over 75% of their students fall asleep every day, and 17 (28%) indicated that 100% of their students fall asleep every day. The amount of time teachers reported for their students to fall asleep varied considerably. Twenty-five teachers (42%) said their students fell asleep after 5 to 15 minutes, 15 (25%) said after 16 to 30 minutes, and 19 (32%) selected the option <emph>more than 30 minutes</emph>. For a more detailed breakdown of responses to this item and all possible response options, see Figure 1.</p> <p>Graph: Figure 1. Reported time until the majority of students fall asleep.</p> <hd id="AN0135800046-17">How common is the use of music for naptime?</hd> <p>To address the first research question, respondents were asked whether they used recorded music during naptime and if their school supplied specific recorded music for use during naptime. Fifty-seven teachers (95%) used recorded music during naptime, and 34 (60%) indicated their school provided specific music for naptime. When asked if they used the same music each day for naptime (same track, CD, streaming radio station, etc.), 38 teachers (68%) selected <emph>yes</emph>.</p> <hd id="AN0135800046-18">How is music used during naptime?</hd> <p>To answer the second research question, respondents were asked about the media type used as their primary source of naptime music. Sixty-three percent (<emph>n</emph> = 36) selected <emph>CD</emph>, 18% (<emph>n</emph> = 10) selected <emph>YouTube</emph>, 12% (<emph>n =</emph> 7) selected <emph>Streaming Service</emph>, 4% (<emph>n</emph> = 2) selected <emph>Locally Stored MP3</emph>, and 4% (<emph>n</emph> = 2) selected <emph>other</emph> then wrote "radio."</p> <p>Respondents were asked whether they had a prenaptime routine. Nine teachers (15%) indicated they did not have a prenaptime routine, whereas 51 (85%) reported they did have a routine. Teachers who answered in the affirmative were then directed to an open-ended question that asked them to briefly describe their prenaptime routine.</p> <p>Most respondents described their naptime routine as follows: (<reflink idref="bib1" id="ref75">1</reflink>) eating lunch, (<reflink idref="bib2" id="ref76">2</reflink>) using the restroom and washing up, and (<reflink idref="bib3" id="ref77">3</reflink>) playing music. Eleven (25%) indicated they read a story to the students, though no respondents specified whether the story was read live or from a recording: "Every day after lunch we go to the bathroom then listen to a story while the other teachers are getting nap things out." Thirteen teachers (30%) also mentioned dimming the classroom lights:</p> <p>While the children are eating their lunch, slow instrumental music is playing in the background to set the mood and let the children know that nap time is near. The lights are turned down low and the blinds are also shut at this time.</p> <p>Three respondents (7%) described singing to or with students before naptime, "We read the same story each day, sing one song, then spray 'sleepy time dust' on the kids, which is simply air in a spray bottle."</p> <hd id="AN0135800046-19">What genre of music is used during naptime?</hd> <p>Respondents were presented with a list of genres and asked to select the ones they used during naptime as a method of answering the third research question. To address the possibility of differing perceptions of genre definitions, respondents were asked to complete a blind listening item in addition to the text-based genre selection question. Respondents listened to eight short audio tracks and then selected the one that most closely matched the music they played during naptime. Each track represented a single genre from the list of genre selections in the previous question. When completing the listening item, 13 teachers (33%) selected the track that represented the <emph>Ambient</emph> genre, 11 (28%) selected the <emph>Classical – Instrumental</emph> genre, and four (10%) each selected the <emph>Popular Music</emph> and <emph>Music marketed for children</emph> genres. No respondents selected the <emph>Classical – Vocal</emph> genre. For a more detailed breakdown of genre selections for the text-based and listening questions, see Figure 2.</p> <p>Graph: Figure 2. Music used during naptime: Genre selections on text-based and listening items. Note. 56 respondents chose to complete the text-based genre selection item, whereas 36 chose to complete the listening item. This represents a 30% decrease in total n between the two items.</p> <hd id="AN0135800046-20">What are the teachers' attitudes toward using music during naptime?</hd> <p>The fourth research question was focused on teachers' attitudes toward using music during naptime. Respondents were asked how they perceived the use of music for naptime and presented with three choices: (<reflink idref="bib1" id="ref78">1</reflink>) enhances sleep, (<reflink idref="bib2" id="ref79">2</reflink>) disrupts sleep, and (<reflink idref="bib3" id="ref80">3</reflink>) makes no difference. Respondents (<emph>n</emph> = 53) unanimously chose <emph>enhances sleep</emph>. Using a 10-point Likert-type scale (1 = <emph>not very effective</emph>; 10 = <emph>highly effective</emph>), respondents were asked to rate how effective they believed music was in enhancing students' sleep during naptime. Overall, respondents indicated that music was very effective (<emph>M</emph> = 8.8, <emph>SD </emph>= 1.48) in this regard.</p> <hd id="AN0135800046-21">What are the teachers' selection criteria for music used during naptime?</hd> <p>The fifth research question was about teachers' selection criteria. Respondents were asked how important they believed seven criteria were when selecting music for naptime, with each criterion representing a subjectively genre defining musical element. Each criterion was presented as a separate item and used the same 10-point Likert-type scale (1 = <emph>not important</emph>, 10 = <emph>extremely important</emph>). Values for these seven music selection criteria items can be found in Table 4.</p> <p>Table 4. Respondent licensure and certification.</p> <p> <ephtml> <table><thead><tr><td /><td><italic>n</italic></td><td>Percentage</td></tr></thead><tbody><tr><td>Certification/licensure</td><td /><td /></tr><tr><td> State certification: Any PK-12</td><td>8</td><td>13.1</td></tr><tr><td> State certification: Early</td><td>29</td><td>47.5</td></tr><tr><td>Childhood</td><td /><td /></tr><tr><td> Type III</td><td>5</td><td>8.2</td></tr><tr><td> Other</td><td>7</td><td>11.5</td></tr><tr><td> None</td><td>17</td><td>27.9</td></tr></tbody></table> </ephtml> </p> <hd id="AN0135800046-22">Discussion</hd> <p>The findings in this descriptive study of Louisiana ECE centers show evidence of a positive impact of using music during naptime. This conclusion corroborates previous studies about the necessity of, and healthy benefits attached to, naptime in ECE centers, and music's effectiveness in this regard (de l'Etoile, [<reflink idref="bib5" id="ref81">5</reflink>]; de Vries, [<reflink idref="bib6" id="ref82">6</reflink>]; Lee, [<reflink idref="bib16" id="ref83">16</reflink>]). In the current study, teachers use a prenaptime activity as a transition to set an ambient mood for the students. The teachers appear to value the napping activity and use varied creative means to encourage sleep. It is important to note, however, the variability in the reported time it took to bring children to a state of quiet rest. If more attention was paid to the type of music played and manner in which the music is played, perhaps teachers would be able to better utilize this important period of the day. Thorpe et al. ([<reflink idref="bib37" id="ref84">37</reflink>]) reviewed research that indicated napping is important for developing children in areas such as memory recall, and that shorter naptimes correlated with increased childhood obesity. However, they also noted the value of "consolidated sleep" at night and found that long naps in children ages 3 and older can negatively affect their nighttime sleep. The current study did not examine napping practices specific to each age group, but future researchers might consider napping practices specific to each age group, and even individual children as "there is a growing imperative for evidence to direct an accommodation of individual differences" (Staton, Smith, & Thorpe, [<reflink idref="bib32" id="ref85">32</reflink>], p. 33).</p> <p>Naptimes are appropriate for younger children and infants, and child care centers have reported that naptime routines are challenging due to individual sleep schedules and biological rhythms (Siren-Tiusanen & Robinson, [<reflink idref="bib30" id="ref86">30</reflink>]; Staton et al., [<reflink idref="bib32" id="ref87">32</reflink>]). For example, Siren-Tiusanen and Robinson ([<reflink idref="bib30" id="ref88">30</reflink>]) found that some early child care centers engaged in "protecting practices" and "disrupting practices," which focused on schedule, dialogue with parents, and the sleep environment. They indicated that understanding the sleep schedules and environmental influences are crucial because "only alert children are able to concentrate on learning and to benefit from stimulating activities. Quality physical care is a prerequisite for quality pedagogy" (p. 472). Perhaps the naptime routine during the educational day could be enhanced if more teachers collected information about the home-sleeping schedules and behaviors of the students in their classrooms.</p> <p>In the current study, to enhance napping as a routine part of the students' day, nearly all ECE centers in Louisiana use music as the medium for this transition. Siren-Tiusanen and Robinson ([<reflink idref="bib30" id="ref89">30</reflink>]) did not discuss music as a component of the environment, but Stanton et al. ([<reflink idref="bib31" id="ref90">31</reflink>]) found that to be a part of current practice in an examination of sleep practices. Stanton et al. ([<reflink idref="bib31" id="ref91">31</reflink>]) considered "calming, soothing music" to positively influence the sleep environment, and "loud inappropriate music" was considered to have a negative effect (p. 32). Stanton et al. ([<reflink idref="bib31" id="ref92">31</reflink>]) suggested "the impact of ECE practices is an important focus for sleep health intervention and research" (p. 34). In the current study, researchers sought to determine the specific genre(s) used during the naptime routine. Soothing classical instrumental music is the most widely used choice to effectively enhance sleep, whereas the selection for other music genres comes second in use by most teachers. Religious music was found to be widely used in various Louisiana ECE facilities. Centers that use religious music are also typically connected with churches, so religion permeates many elements of these classrooms including the kind of ambient music used during naptime. In an ECE centers market survey conducted in the fall of 2014, faith-based ECE providers accounted for 32% of the 226 class B centers. Out of the 1,029 centers in the state, 14% were found to be church based (Louisiana Believes, [<reflink idref="bib17" id="ref93">17</reflink>]).</p> <p>Recorded music is used throughout the day for a variety of reasons in Louisiana ECE centers. These include engagement, socialization and interaction, and for routine prenapping and napping activities. The recorded music is mainly provided by the ECE centers using CDs. Most teachers prefer to use the same selection of music each day for naptime. Streaming radio services as another option used by teachers presented a downside because it offers no option to select tracks. Because of music's influence on child development (Lee, [<reflink idref="bib16" id="ref94">16</reflink>]), it is wise for teachers and administrators in ECE centers to examine more closely how music is used with the delimitation of dedicated lessons. Overall, teachers have a positive perception about the use of music for naptime because of its effectiveness in enhancing students' sleep during that period. Our study also found that early childhood educators in Louisiana resoundingly seek soothing qualities when making naptime music selections.</p> <hd id="AN0135800046-23">Limitations</hd> <p>To yield more detailed data in a future survey, some questionnaire items need to be adjusted. Specifically, there seemed to be a discrepancy between respondents' and researchers' perceptions of genres. Some answers to the text-based genre questions did not align with respondents' selected genre on the listening item. The "music marketed for children" genre is particularly broad and should be separated into subgenres. Additionally, "white noise" as a genre could be separated into white noise and nature sounds to avoid misperception between the two. Furthermore, ECE center type and student age ranges should be included as an item on the questionnaire. Based on the number of "other" genre responses that included reference to Christian music being used for naptime, it is likely that a substantial portion of respondents were employed in Christian-affiliated ECE centers. It was also unclear toward which student age ranges respondents' naptime routines, music use, and perceptions of music use were geared. It is possible student age could affect these.</p> <p>A number of respondents indicated they served in an administrator role. Although it is possible that some administrators also serve as teachers in smaller ECE centers, their perspective of classroom environments and the use of music could be different from people who only serve as teachers. Sampling of early childhood educators only, instead of administrators, may have provided different data.</p> <hd id="AN0135800046-24">Implications</hd> <p>Through descriptive statistics, this study contributed to literature on the use and selection of naptime music in ECE centers. Further refining of the questionnaire used in this study, and a larger sample size, could yield broader descriptions of how ECE centers use music for naptime and further inform empirical research on the topic. Many respondents described prenaptime routines that included a story reading component. It would be valuable to know whether this language-based routine was a live reading by a teacher and possibly students or played from a recording. It would also be helpful to discover what specific genre of music, if any, is most effective at enhancing sleep. Further, more detailed research on current early childhood educator's genre selection could yield an interesting comparison of what is most efficacious versus what is widely used.</p> <p>Music is clearly important for the mood and routine of young children and ECE providers in this study seem to be intentional in seeking ways to include music in the all-important daily naptime. Notable, however, is the lack of consideration of specific musical characteristics other than soothing, religious, and classical-instrumental. A closer look at musical characteristics that influence teacher choice might lead teachers to expand their selections and then have a more informed idea about exactly why certain types of music seem to give good naptime results in their particular classroom. There would be value in facilitating discussions between providers about their intentional nap music choices, and how these selections may affect their effort to establish positive nap routines. Although this study revealed relatively little about the exact motivation early childhood educators have to select naptime music, it is clear that the connection between music and the relaxed, sleepy atmosphere valued during rest time by children and providers alike is an important one that deserves further study.</p> <hd id="AN0135800046-25">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <ref id="AN0135800046-26"> <title> References </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Babbie, E. R. (2013). The basics of social research. Boston, MA : Cengage Learning.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref2" type="bt">2</bibl> <bibtext> Burnham, M. M., Gaylor, E. E., & Wei, X. (2016). 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Descriptive Study of the Use of Music during Naptime in Louisiana Child Care Centers
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Bowers%2C+Jason+P%2E%22">Bowers, Jason P.</searchLink><br /><searchLink fieldCode="AR" term="%22Cassellberry%2C+Joseph+J%2E%22">Cassellberry, Joseph J.</searchLink><br /><searchLink fieldCode="AR" term="%22Isbell%2C+Daniel%22">Isbell, Daniel</searchLink><br /><searchLink fieldCode="AR" term="%22Kyakuwa%2C+Julius%22">Kyakuwa, Julius</searchLink><br /><searchLink fieldCode="AR" term="%22Li%2C+Yining%22">Li, Yining</searchLink><br /><searchLink fieldCode="AR" term="%22Mercado%2C+Emily+M%2E%22">Mercado, Emily M.</searchLink><br /><searchLink fieldCode="AR" term="%22Wallace%2C+Elizabeth+M%2E%22">Wallace, Elizabeth M.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Childhood+Education%22"><i>Journal of Research in Childhood Education</i></searchLink>. 2019 33(2):212-224.
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  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 13
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Music%22">Music</searchLink><br /><searchLink fieldCode="DE" term="%22Sleep%22">Sleep</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care%22">Child Care</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Care+Centers%22">Child Care Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Activities%22">Music Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Infants%22">Infants</searchLink><br /><searchLink fieldCode="DE" term="%22Toddlers%22">Toddlers</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Louisiana%22">Louisiana</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02568543.2019.1577770
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0256-8543
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study is to describe the use of recorded music in child care centers during naptime. Using a cross-sectional survey design, administrators and teachers from 62 child care centers in Louisiana responded to an online questionnaire designed to gather information about children's sleep habits and teacher perceptions of music surrounding naptime at child care centers. Questionnaire items were grouped into the following sections: (1) teacher demographics, (2) classroom demographics, (3) use of music during naptime, (4) perceptions about efficacy of using music during naptime, and (5) selection criteria for music to be used during naptime. Results corroborated previous research regarding the necessity of and healthy benefits associated with naptime and music's effectiveness in this regard. Overall, child care centers have similar naptime routines, and most students take more than 30 minutes to fall asleep. The music is typically provided by the child care center, and most teachers prefer to use the same music each day. The use of religious music is very common throughout the state, although classical-instrumental music is the most widely played genre. Teachers perceived that music's soothing effect is the most important aspect when choosing music for naptime.
– Name: AbstractInfo
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  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1211131
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1211131
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02568543.2019.1577770
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 212
    Subjects:
      – SubjectFull: Music
        Type: general
      – SubjectFull: Sleep
        Type: general
      – SubjectFull: Child Care
        Type: general
      – SubjectFull: Child Care Centers
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Music Activities
        Type: general
      – SubjectFull: Infants
        Type: general
      – SubjectFull: Toddlers
        Type: general
      – SubjectFull: Louisiana
        Type: general
    Titles:
      – TitleFull: A Descriptive Study of the Use of Music during Naptime in Louisiana Child Care Centers
        Type: main
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            NameFull: Bowers, Jason P.
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            NameFull: Li, Yining
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            NameFull: Mercado, Emily M.
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            NameFull: Wallace, Elizabeth M.
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              Type: published
              Y: 2019
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            – Type: issn-print
              Value: 0256-8543
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