Rest time in preschool settings has traditionally been associated with sleep. Yet, many children—especially as they approach school age—may not need or want to nap. For educators, this raises the question: how do we balance children’s individual needs with program requirements and the importance of downtime?
Principles of Best Practice
-
Respect Individual Rhythms
- Recognize that children’s sleep needs vary widely. Some may require a nap, while others are naturally alert and engaged.
- Avoid forcing sleep; instead, provide choices that honor autonomy.
-
Redefine “Rest”
- Rest does not have to mean sleep. It can mean quiet, calm, and restorative activities.
- Think of rest time as a pause in the day—a chance to recharge emotionally and physically.
-
Create Zones of Choice
- Offer a designated quiet area with mats for those who want to sleep.
- Provide a “calm corner” with books, puzzles, drawing materials, or soft music for children who prefer quiet engagement.
Practical Strategies
-
Quiet Play Options
- Picture books, audiobooks, or story CDs
- Gentle art activities (colouring, tracing, collage)
- Sensory trays with calming materials (sand, water beads, shells)
-
Mindfulness and Relaxation
- Guided breathing or yoga stretches
- Listening to calming sounds (rainforest, ocean waves)
- Simple meditation stories
-
Educator Role
- Model calmness—tone of voice, body language, and pacing matter.
- Scaffold self-regulation by teaching children how to relax without sleep.
- Document children’s choices and engagement during rest time as evidence of wellbeing and autonomy.
Benefits of a Flexible Approach
- Supports children’s emerging autonomy and decision-making.
- Promotes emotional wellbeing by reducing stress associated with forced sleep.
- Encourages inclusive practice, recognizing diverse cultural and family approaches to rest.
- Strengthens educator-child relationships through respect and trust.
Rethinking rest time is about shifting from a rigid expectation of sleep to a flexible, child-centred approach. By offering calm alternatives, educators can ensure that every child experiences rest in a way that meets their developmental needs—whether through sleep, quiet play, or mindful relaxation.
Further Reading
Using Calming Sounds to Support Rest Time in Early Childhood
Taking Children's Sleep Time Outside In Early Childhood Settings
Balancing A Child's Sleep Needs and Parental Preferences
The Children’s Services Award introduces a streamlined classification system and updated pay rates designed to better recognise the skills, qualifications, and responsibilities of early childhood
Children need safe and positive environments to learn and grow. To ensure this, services and educators need to ensure effective supervision at all times. The
Floorbook is a documentation approach that uses a large book with blank pages for children to record different aspects of their learning in small groups
In Norway and most other Scandinavian countries, children nap in the outdoors. According, to research outdoor sleeping not only promotes better daytime sleeping, but it
Schemas are patterns of repeated behavior that allow children to explore and express developing ideas and thoughts through their play and exploration. The following article
The following article lists 30 art and craft descriptions and links to the EYLF. These can be used as a blurb, during observations, used for
From 2026, every educator covered by the Children’s Services Award will move into a new, simplified classification structure. Instead of navigating 30 different levels, educators
From the earliest months of life, babies thrive when given opportunities to experience the outdoors. Nature is not just a backdrop for play—it is a
Feel Good Feb is dedicated to saying thanks, expressing gratitude, and promoting good deeds and random acts of kindness.
Positive phrases play a crucial role in children's growth because they help nurture their emotional, social, and cognitive development. The following article lists 30 positive
