The Politics of Sleep

 Naptime.  One of the most talked about, written about, and contested times of the day for children.  Some caregivers love it for the respite it offers them in a mentally, emotionally, and physically taxing day, while other caregivers despise it for the “power struggle” dynamics that sometimes accompany it (particularly in the preschool years).

Children Need Sleep

Whatever the viewpoint, one thing is for certain: children need sleep.  We all do, and it is not for a little reason.  We need sleep to grow- physically, neurologically, and for a healthy stress response system.  We need sleep to rest-  to give our mind and body the pause that it needs.  And we need sleep to heal- to give our muscles, skin, bones, etc. time to regenerate.   

Sleep is not Dogma

With this said, one culture’s values around sleep is not dogma.  Despite the proliferation of literature on infant sleep schedules and preschool mandates, children are not inherently delicate.  Rather, diverse cultures throughout the world prove that there is no universal law around sleep (except that you need it), especially considering the spectrum of ways in which each culture cultivates sleep for its youngest members.  It’s important that we recognize this so that we don’t get stuck in the falsehood of dichotomizing rest.  Thinking there is a right and a wrong way for children to get what they need is true in some instances, but to assert a universal value around the way children sleep creates the possibility of asserting colonial attitudes on the culturally divergent ways of cultivating rest.  

Sleep is Political

Regardless of our practices around naptime, what is most important for us to remember is that the way that we relate to children and their sleep routines is political.  Children are right-holders and active citizens in society.  As such, mandatory participation in an act of rest comes with no small amount of negotiation.  When we participate in this negotiation, we are affirming the child’s right and competence in co-creating a restful experience, which leads to increased self-efficacy and confidence in their own self-care.  

To be clear, this is not to advocate for a kind of anarchist pedagogy, one in which adults have no authority when it comes to children’s sleep practices.  Authority still exists because a large knowledge gap between adults and children still exists.  However, authority in these instances is not absolute.  Even infants have an innate knowledge of what they need (often heralded by crying); therefore, our work is not how to “get them to sleep”, but to tune in to what their bodies, emotions, and behaviors are telling us.  As a child grows, they become more competent in recognizing what their body needs, as well as what feels most restful for them. Every time that we listen, follow, and negotiate with their thinking, feelings, and desires, we are participating in the politics of sleep by giving our authority and power away, while simultaneously promoting confidence and self-efficacy in children.  It is not easy; negotiating power never is.  But if we desire to live in a democratic society, one in which the rights of each citizen are highly valued, we need to recognize the inherent strength, capabilities, and knowledge(s) of even our youngest members.