Chapter 1: See the Cat

Chapter Introduction

This chapter is for a trusted grown-up to read aloud with a child. The Cat's chapter is good to read before bedtime — it is the Cat's favorite time. Read slowly. Let the child curl up.

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Lesson 1: See the Cat

For the Grown-Up

By the end of this read-aloud, the child will:

• See the Cat (identify and name the Cat)
• Know the Cat is curled up and resting
• Know the Cat teaches about sleep
• Know that sleep is when bodies rest and grow
• Know that every kid sleeps (and that's a good thing)
• Know to tell a trusted grown-up if sleep is hard

Three Words

• Sleep — what your body does when it rests at night.
• Bedtime — the time when you settle down for sleep.
• Dream — a story your brain makes while you sleep.

See the Cat

Do you see the cat?

Yes!

That is the Cat.

The Cat is curled up.

The Cat is soft.

The Cat has closed eyes.

The Cat is purring.

Hi, Cat.

purr...

The Cat is sleepy. The Cat is happy you came.

The Cat Sleeps a Lot

Cats sleep a lot.

A lot, a lot, a lot.

In the morning, the Cat sleeps.

At lunch time, the Cat sleeps.

In the afternoon, the Cat sleeps.

In the evening, the Cat sleeps.

And at night — when YOU sleep — the Cat sleeps too.

Cats love sleeping.

A short cat sleep is called a cat-nap.

The Cat Teaches About Sleep

The Cat teaches about sleep.

Sleep is what your body does at night.

When you sleep, your body rests.

When you sleep, your body grows.

When you sleep, your brain does its quiet work.

Sleep is one of the most important things you do.

You sleep every day of your life.

Your Body Grows When You Sleep

When you sleep, your body works.

Your body makes bones a tiny bit bigger.

Your body makes muscles a tiny bit stronger.

Your body builds — slowly — every single night.

The Turtle (your brain Coach) likes sleep too. Brains do their best building when you sleep.

The Bear (your food Coach) made the food. Your body uses the food to build, while you sleep.

Sleep is when your body and your brain do their best work.

Bedtime

Every night, you have a bedtime.

Bedtime is the time when you settle down to sleep.

Your trusted grown-ups know when bedtime is.

They will help you get ready.

You might:

• Take a warm bath
• Brush your teeth
• Put on pajamas
• Hear a story
• Get a hug
• Climb into bed

Then the lights go down.

Then sleep comes.

Every Kid Sleeps

The Cat has watched many, many kids sleep.

Some kids sleep curled up small.

Some kids sleep stretched out long.

Some kids sleep with a stuffed animal.

Some kids sleep with a blanket pulled up high.

Some kids sleep with a small night-light.

Some kids sleep in the dark.

Some kids fall asleep fast.

Some kids fall asleep slowly.

Every way of sleeping is good.

Every kid has their own sleep.

The Cat loves all the sleepers.

Dreams

When you sleep, your brain sometimes makes dreams.

Dreams are little stories your brain makes while you sleep.

Some dreams are happy.

Some dreams are silly.

Some dreams are funny.

Sometimes dreams are a little scary.

That's okay. Dreams come and go.

If a scary dream wakes you up, call for your trusted grown-up. They will come.

When Sleep Is Hard

Sometimes sleep is hard.

You might not be able to fall asleep.

You might wake up in the night.

You might wake up scared.

Tell your trusted grown-up.

They want to know.

They will help.

You can hold their hand. You can climb into their lap. You can ask for a hug.

The Cat is patient. The Cat will wait with you.

The Cat and the Rooster

The Cat has a friend.

The Cat's friend is the Rooster.

The Rooster wakes you up in the morning.

The Cat helps you sleep at night.

Together, they take care of your whole day.

Night, then morning, then night, then morning. Over and over.

That is how every day works.

Goodbye, Cat

The Cat is happy you came.

The Cat is going back to sleep.

The Cat will be here next time too.

When you are bigger — in Kindergarten — the Cat will see you again.

We will learn more about sleep then.

Wave to the Cat.

Bye, Cat.

purr...

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End-of-Chapter Activity: Curl Up Like a Cat

The Cat has a small activity for you and your trusted grown-up.

Together, curl up like a cat.

1. Find a soft spot. A bed. A couch. A blanket on the floor.
2. Curl up small. Knees up to chest. Arms around your knees. Head tucked.
3. Close your eyes.
4. Take a slow breath in. Then slowly out.
5. Pretend to purr if you like. (Cats purr when they are happy.)
6. Stay there for a moment.
7. Open your eyes when you are ready.

You can do this any time. The Cat is always with you when you are cozy.

The Cat is proud of you.

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A Few Words to Remember

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Talk With Your Grown-Up

1. Can you curl up like a cat?
2. What is your bedtime?
3. What is your favorite part of bedtime?
4. What do you do if a dream is scary?

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Instructor's Guide

Important: this Instructor's Guide carries load-bearing parent-education work. At Pre-K register (ages 4-5), parents are the chapter's primary readers AND the chapter's complete safety-handling agents. The kid-facing body holds only what is age-appropriate for a 4-5 year old to encounter directly. EVERYTHING ELSE lives here.

Pacing recommendations

This Pre-K Sleep chapter is the THIRD chapter of the Pre-K cycle and the third chapter in the Cat's K-12 spiral expansion (Pre-K → K → G1 → G2 → G3 → G4 → G5 already shipped above). One lesson. Spans 3-5 read-aloud sessions of ~5-10 minutes each. The chapter is especially well-suited to bedtime reading — particularly the sections on bedtime, dreams, and curling up like a cat.

Pre-K kids do best with:

• 5-10 minute reading sessions (longer than this and attention wanes)
• Repetition — the same section read multiple times across days
• Active participation — let them point, curl up, pretend to purr
• Embodied gestures — curling small; closing eyes; pretending to purr
• Picture interaction — pause on illustrations; let the child describe what they see

Approach to reading

The Cat's voice in this chapter is cozy and slow. Read in a softer, slower voice than usual. The chapter is built for bedtime — pause longer; let the chapter quietly carry the child toward sleep if you are reading at night.

Pre-K Theme: "See"

At Pre-K, the developmental task is identification: "I see the Cat. The Cat is sleeping." This is the cognitive precursor to "I have met the Cat" (K) and "I notice my sleep" (G1) and "I try a bedtime routine" (G2).

The K-12 inquiry-progression at Sleep (Cat):

• Pre-K: SEE the Cat (identify the Coach; recognize sleep as a daily rhythm)
• K: MEET the Cat (bedtime; sleep is when growing happens; 10-13 hours)
• G1: NOTICE your sleep (tiredness signals; day-and-night connected)
• G2: TRY a bedtime routine (kid-led routine construction; comfort tools)
• G3+: DISCOVER / EXPLORE / CONNECT / WHY / HOW / TOOLS

Pre-Chapter Conversation for Parents

Before reading the chapter together:

• Introduce the Cat. "Today we are going to meet a sleepy friend. The friend is a soft cat that loves to sleep. Want to see the Cat?"
• Set the bedtime mood. Many parents read this chapter at bedtime. Lower the lights. Soften your voice.
• Embrace repetition. Pre-K kids often want the Cat chapter read again and again. That's wonderful — repetition is brain-building at this age.

Pediatric Sleep Guidance for Pre-K (Parent Reference — LOAD-BEARING)

For Pre-K kids (ages 4-5):

• AAP and AASM recommend 10-13 hours of sleep per 24 hours for ages 3-5, including naps [1, 2]
• Most Pre-K kids transition from regular daily naps to occasional naps during this age range; a Pre-K child still napping is developmentally normal
• Steady bedtime (within 30 minutes most nights) is the single most actionable lever for Pre-K sleep
• Bedtime routines are research-supported as one of the most effective sleep interventions for young children [3]
• Most Pre-K kids do well with bedtime between 7:00-8:30pm and wake time between 6:00-7:30am

Pre-K bedtime routine construction (parent-led, since kids are too young to construct their own — that's G2 territory):

• 30-60 minutes long
• 3-7 steps in the same order most nights
• Calming activities only
• Ends in bed with lights low
• Caregiver involvement at the end (story, brief talk, hug)

Common Pre-K bedtime routine elements:

• Warm bath
• Pajamas
• Brushing teeth
• A story
• A goodnight talk ("what was good today? what was hard?")
• A hug or snuggle
• A small night-light
• Lights out

Pre-K sleep environment:

• Cool (around 65-68°F)
• Dark or with a small night-light
• Quiet (or with a soft sound machine if needed)
• Comfortable bed with safe bedding
• Familiar comfort objects allowed

Common Pediatric Sleep Issues at Pre-K (Parent Reference)

Bedtime resistance is the most common Pre-K sleep issue. A consistent routine usually helps. Bedtime resistance can also signal anxiety, screen exposure too close to bed, too-early bedtime, or unmet emotional needs from the day.

Nightmares become common in the Pre-K years as magical thinking and imagination develop. Most nightmares pass with comfort. Frequent nightmares (weekly+) over months may indicate stress; consider a pediatrician conversation.

Night terrors are different from nightmares. They usually happen in the first 1-3 hours of sleep; the child appears terrified, may scream, may sit up with eyes open, but is NOT awake and will not remember the event the next morning. Do not try to wake them — keep them safe, let it pass. Night terrors are most common between ages 3-7. They typically resolve by adolescence.

Sleepwalking affects about 5-10% of school-age kids; some Pre-K kids sleepwalk too. Keep them safe (lock doors and windows, install safety gates if needed). Guide them back to bed gently. Do not try to wake them.

Bedwetting (nocturnal enuresis) is very common at Pre-K — many 4-5 year olds still wet the bed occasionally or nightly. Most resolves on its own. Talk with your pediatrician if you have concerns.

Pediatric obstructive sleep apnea (OSA) affects about 1-4% of children. Signs include loud snoring, gasping or choking during sleep, pauses in breathing, restless sleep, daytime sleepiness, and behavior or attention issues. OSA in children warrants a pediatric workup — usually starting with the pediatrician. The kid-facing body does NOT reference OSA at Pre-K (too clinical for the age); this is parent-only reference.

Screen Time and Sleep at Pre-K (Parent Reference)

The AAP recommends [5]:

• Ages 2-5: about 1 hour/day of high-quality programming, with parents co-viewing when possible
• No screens within 60 minutes of bed when possible
• No screens in the bedroom at bedtime
• No screens during the night
• Co-viewing helps — talking with your child about what they see deepens learning

Screen content (exciting, fast-paced) wakes the Pre-K brain up; light from screens also contributes to sleep delay. Both content and light matter at this age.

K-12 Morning-Sunlight Protocol Firewall (Parent Reference — preserved at parent-only at Pre-K)

The body clock that drives sleep is most powerfully set by light. The Library teaches the basic framework at Pre-K register only at parent level — open curtains in the morning, dim evenings, dark bedroom for sleep. The kid-facing chapter does not prescribe any specific light protocol.

Adult-marketed morning-sunlight protocols are NOT appropriate as prescribed protocols for Pre-K kids. Adult routines with specific minutes-after-waking, lux measurement targets, or sunglasses-on/off prescriptions belong to the parent's world, not the child's. The general framework (open curtains, get outside when you can) is what fits Pre-K.

At G5, the Library makes this firewall visible to kids in body content. At Pre-K through G2, it lives entirely at parent level.

Crisis Resources (parent-only at Pre-K — NOT introduced to kid)

At Pre-K, kids do not handle emergencies themselves. Parents are the complete safety-handling agents. No 911 framing in kid body. No crisis resources in kid body. Parents should know:

• 911 for medical emergencies including breathing emergencies during sleep (a child who has stopped breathing or cannot be roused is a true 911 situation, very rare but real)
• 988 Suicide & Crisis Lifeline — call or text 988 (operational and verified May 2026). For parental mental health support too.
• Crisis Text Line — text HOME to 741741
• SAMHSA National Helpline — 1-800-662-4357
• National Alliance for Eating Disorders — (866) 662-1235
• Childhelp National Child Abuse Hotline — 1-800-422-4453
• Poison Control — 1-800-222-1222

The older NEDA helpline number 1-800-931-2237 is NO LONGER WORKING. Use the National Alliance for Eating Disorders number above instead.

Four K-12 Protocol Firewalls (Parent Reference — Parent-Only at Pre-K)

Pre-K Sleep specifically: the morning-sunlight firewall is most directly relevant here (body clock ties to sleep). The chapter does NOT prescribe any specific light protocol at Pre-K. Library editorial position: no supplemental melatonin for Pre-K kids without pediatric guidance. Sleep aids and supplements should be discussed with your pediatrician before use in young children.

What This Chapter Does Not Teach (Full List for Parent Reference)

• Melatonin, circadian rhythm, clock cells technical vocabulary (G4-G6+)
• REM, NREM, deep sleep, light sleep — sleep stage naming (G4+)
• Insomnia, sleep apnea, parasomnia, night terrors, sleepwalking — clinical naming (parent-only at Pre-K through G2)
• Specific sleep aids / melatonin gummies / supplements for kids
• Adult-marketed sleep biohacking
• Sleep restriction therapy or CBT-I terminology
• Tiredness-signal enumeration (G2 territory — Pre-K just says "when you are tired, you sleep")
• Comfort-tool toolkit (G2 territory)
• Kid-led bedtime routine construction (G2 territory — Pre-K's routine is parent-constructed entirely)
• 911 framing in kid body
• Crisis resources in kid body
• Pandemic-era topics

Discussion Prompts (for parent-child conversation after reading)

1. Can you curl up like the Cat?
2. What is your favorite part of bedtime?
3. Where does the Cat like to sleep? Where do you like to sleep?
4. Have you had a dream? What was in your dream?
5. What helps you sleep when sleep is hard?

Common Kid Questions

1. "Why does the Cat sleep so much?" — Cats really do sleep a lot — sometimes 12-16 hours a day. Cats are built that way. They have small bursts of being awake (often for hunting or playing) and lots of resting. Kids' bodies need lots of sleep too — about 10-13 hours for Pre-K kids — because growing takes a lot of energy.

2. "Where do the Cat's dreams come from?" — Cats dream too. Their dreams probably come from their day — chasing things, watching the world, being with the people they love. Your dreams come from your day. Your brain plays with the things you saw and felt, while you sleep.

3. "What if I don't have a bedtime?" — Your trusted grown-ups will help you find one. Most kids your age do better with the SAME bedtime most nights. Your body learns the rhythm. Talk to your grown-ups about it.

4. "What if I'm scared of the dark?" — Many Pre-K kids are. A small night-light helps. A soft stuffed animal helps. Knowing a grown-up is near helps. Being scared of the dark is something many kids feel — it usually fades as you grow.

5. "What if I can't fall asleep?" — Tell your trusted grown-up. They will help. They might sing a song, rub your back, sit with you for a while, or hold your hand. You don't have to fall asleep alone.

6. "Why does my body grow when I sleep?" — Sleep is when your body does its building work. During the day, you are busy moving and playing and learning. At night, your body uses the food you ate to make bones bigger and muscles stronger, and your brain does its quiet work. That's why sleep matters so much.

7. "Can I see the Cat in my dreams?" — Maybe! Some kids dream about the Coaches they read about. If you see the Cat in your dream, the Cat is happy to visit you. Some kids draw their dreams the next morning — it's a fun way to remember.

Family Activity Suggestions

• The curl-up-like-a-cat activity. Do the chapter's end-activity. Make it part of bedtime if you like.
• A "what did you dream?" morning conversation. Each morning for a week, ask your child if they had a dream. Notice without trying to interpret.
• A bedtime story ritual. Pre-K kids love story-at-bedtime. Build it into your routine if it isn't already.
• A "where does the Cat sleep?" exploration. Find spots in your house where a Cat would sleep (sunny windows, soft chairs). Talk about why Cats pick those spots.
• A goodnight song or word. Many families have a goodnight ritual ("I love you to the moon," a special goodnight song). If your family doesn't, consider building one — Pre-K kids love ritual.
• A "my brain is growing while I sleep" reinforcement. When bedtime comes, remind your child: "Your brain is going to do its building work tonight." Connects the Cat and the Turtle.

Founder Review Notes — Safety-Critical Content Protocol

This chapter is flagged founder_review_required: true because it covers safety-critical content categories:

• Age-appropriate health messaging. Picture-book pacing at its simplest. FK 0 read-aloud register. Pre-K calibration.
• Sleep safety (parent-only at Pre-K). Sleep environment guidance, sleep disorder vigilance, OSA awareness — all in parent-only Instructor's Guide.
• Body image vigilance. "Every kid has their own sleep" preserved.
• Crisis resources (parent-only at Pre-K). All in Instructor's Guide. NEDA non-functional flag preserved.
• Parent education (load-bearing). This Guide handles pediatric sleep guidance (AAP/AASM 10-13 hours for ages 3-5), bedtime-routine construction (parent-led at Pre-K), pediatric sleep-disorder vigilance, screen-time-and-sleep guidance, K-12 morning-sunlight protocol-firewall preservation, and Pre-K-cycle continuation parent communication.
• Pre-K register (all safety handled by parents). No 911 in kid body. No crisis resources in kid body. No bystander teaching.

Cycle Position Notes

THIRD chapter of the Pre-K cycle. Third chapter in the Cat's K-12 spiral expansion (Pre-K Sleep → K Sleep → G1 Sleep → G2 Sleep → G3+ already shipped above). Cat-Rooster day-and-night twin partnership preserved at Pre-K register at simplest gesture. The Pre-K cycle continues with Move (Lion), Cold (Penguin), Hot (Camel), Breath (Dolphin), Light (Rooster), and closes with Water (Elephant) — which will close the Pre-K cycle with the matriarch's blessing bridging up to K.

Parent Communication Template (send home or post in classroom)

Dear families,

This week our classroom is meeting the Cat — the third Coach in the Pre-K Library. The chapter is called See the Cat.

The Cat is the Sleep Coach — cozy, soft, sleepy-wise. At Pre-K, the Cat introduces sleep at the simplest possible level: the Cat sleeps a lot; sleep is when your body and brain rest and grow; every kid has their own way of sleeping; bedtime is a daily rhythm; dreams come and go; tell a trusted grown-up if sleep is hard.

The Cat's signature is curling up. The chapter's end-activity invites your child to curl up like a cat — a simple embodied moment you can do at bedtime.

Pediatric sleep guidance for ages 3-5 is 10-13 hours per 24 hours (including naps). Most Pre-K kids do best with a consistent bedtime within 30 minutes most nights and a calming 30-60 minute bedtime routine.

The chapter does NOT teach:

• Sleep-stage vocabulary (REM, NREM)
• Clinical sleep-disorder naming (insomnia, sleep apnea, parasomnia, night terrors — these are parent-only at Pre-K through G2)
• Melatonin / supplemental sleep aids for kids
• Adult sleep-tracking / biohacking
• 911 framing or crisis resources (parents handle ALL safety at this age)

The chapter DOES teach:

• "Every kid has their own sleep" preserved across Pre-K, K, G1, G2
• Sleep is when bodies grow and brains build
• Bedtime is a daily rhythm
• Dreams come and go (gentle framing for scary dreams)
• Tell a trusted grown-up if sleep is hard
• Curl up like a cat (embodied bedtime activity)

At home, you can:

• Read the chapter aloud at bedtime
• Do the curl-up-like-a-cat end-activity (great bedtime ritual)
• Build or refine your child's bedtime routine
• Have a "what did you dream?" morning conversation
• Add a goodnight song or special word to your routine

Detailed pediatric sleep guidance, sleep-disorder vigilance, bedtime-routine construction at Pre-K, screen-time-and-sleep guidance, K-12 morning-sunlight protocol-firewall preservation, and crisis resources are in the full Instructor's Guide.

Thank you for reading the Library with your child.

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Illustration Briefs

Chapter Introduction

• The Cat curled up. Warm gentle bedtime scene. Friendly soft cat curled in a small ball on a cozy blanket. Soft fur, closed eyes, small smile. The cat purring quietly. Around the cat, soft lamp light. A small child stands a few steps away in pajamas, looking at the cat with quiet wonder. Outside the window, calm night sky with one star. Mood: cozy, sleepy, "look who is curled up."

Lesson 1

• Close-up of the Cat. Soft fur, small smile, eyes gently closed. A tiny purr-cloud floating near the Cat's mouth. Mood: cozy, peaceful.
• Cat sleeps a lot. Four-panel scene of the Cat sleeping in different cozy spots — sunny window in morning; soft chair at midday; fuzzy blanket in afternoon; foot of a child's bed at night. Same Cat across panels. Mood: sleepy, Cat-as-sleep-expert.
• Sleep helps your body. Peaceful nighttime bedroom. Child asleep in bed, soft blanket up. Small night-light glowing warmly. The Cat curled at foot of bed. Above child, soft floating shapes hinting at growing — tiny seed becoming sprout, small star getting brighter. Not literal — just gentle. Mood: deeply restful.
• Your body grows when you sleep. Simple gentle illustration. Child sleeping. Tiny soft icons floating up — small bone, small muscle, small flower (representing brain). All growing very slowly. Cat on bed. Turtle on windowsill. Bear in wall picture. All three Coaches gentle. Mood: cooperative.
• Bedtime routine. Multi-panel — child in bubble bath, brushing teeth with grown-up, putting on pajamas, sitting on parent's lap hearing story, climbing into bed, lights down. Cat watches from each. Mood: gentle, predictable, safe.
• Every kid sleeps differently. Diverse group of kids in different sleeping styles. One curled small. One stretched long. One with teddy bear. One with blanket pulled high. One with small night-light. One in dark room. Various skin tones, body sizes, abilities. The Cat present in each. Mood: every-kid-belongs, peaceful, plural.
• Dream comfort. Simple cozy bed scene. Child partway awake from a dream, sitting up just a little. Stuffed animal beside. Trusted grown-up coming into doorway with mug or soft blanket, kind eyes. Cat on bed. Above bed, soft cloud-shape hinting at dream — gentle, not scary. Mood: comfort-after-dream.
• When sleep is hard. Child sitting up in bed with trusted grown-up beside them. Grown-up sitting gently on edge of bed, hand on child's hand. Cat curled close, eyes open, watchful. Room dim. Mood: tender, "you are not alone."
• The Cat and the Rooster. Side-by-side illustration. Left half "night": Cat curled on bed, soft moonlight, stars. Right half "morning": Rooster on a fence at sunrise, soft golden light, child waking up smiling. Between them, gentle arrow showing "around and around." Mood: partnership, day-night rhythm.

Closing

• Goodbye, Cat. Child waving goodbye to the Cat. Cat curled up, one eye open and watching warmly, tail tip moving in a tiny wave. Soft warm light. Mood: gentle goodbye, "I am right here when you need me."

Activity

• Curl up like a cat. Child curled up small on a soft blanket or cushion, eyes closed, small smile. A trusted grown-up nearby, also curled up gently. The Cat visible in a corner of the scene. Mood: embodied rest, family practice.

Aspect ratios: 16:9 digital, 4:3 print. Diverse skin tones, body sizes, hair textures, gender expressions, abilities (hearing aids, glasses, sensory tools, AAC devices, walking aids), and family compositions throughout. Pre-K illustrations should be especially warm and bedtime-friendly — soft palette; warm light; lots of cozy textures. The Cat's character design at Pre-K is consistent with K-G5 with a slightly rounder, snugglier rendering appropriate to the youngest tier.

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Citations

1. American Academy of Pediatrics, Council on Sleep Medicine. (2016). Recommended Amount of Sleep for Pediatric Populations: A Consensus Statement of the American Academy of Sleep Medicine. Journal of Clinical Sleep Medicine, 12(6), 785-786. https://doi.org/10.5664/jcsm.5866 (Foundational pediatric sleep-duration consensus statement — preserved as the Pre-K-forward Sleep ancestral anchor.)
2. Hirshkowitz M, Whiton K, Albert SM, et al. (2015). National Sleep Foundation's sleep time duration recommendations: methodology and results summary. Sleep Health, 1(1), 40-43. https://doi.org/10.1016/j.sleh.2014.12.010 (NSF sleep-duration recommendations — applied at Pre-K register through "10-13 hours" framing.)
3. Mindell JA, Williamson AA. (2018). Benefits of a bedtime routine in young children: Sleep, development, and beyond. Sleep Medicine Reviews, 40, 93-108. https://doi.org/10.1016/j.smrv.2017.10.007 (Foundational research on the developmental value of bedtime routines — applied at Pre-K register through parent-led routine construction.)
4. American Academy of Pediatrics Bright Futures Periodicity Schedule. (2024). Recommendations for Preventive Pediatric Health Care, including sleep and developmental screening for ages 3-5. https://downloads.aap.org/AAP/PDF/periodicity_schedule.pdf (AAP Bright Futures Pre-K developmental and sleep guidance.)
5. American Academy of Pediatrics, Council on Communications and Media. (2016). Media and Young Minds. Pediatrics, 138(5), e20162591. https://doi.org/10.1542/peds.2016-2591 (AAP screen-time guidance for ages 2-5 — applied at Pre-K through parent-only screen-time-and-sleep reference.)
6. Owens JA. (2014). Insufficient sleep in adolescents and young adults: an update on causes and consequences. Pediatrics, 134(3), e921-e932. https://doi.org/10.1542/peds.2014-1696 (Pediatric sleep medicine review — parent reference for sleep-as-foundational framing.)