No abstract

Light at night in adults suppresses melatonin in a nonlinear intensity-dependent manner. In children, bright light of a single intensity before bedtime has a robust melatonin suppressing effect. To our knowledge, whether evening light of different intensities is related to melatonin suppression in young children is unknown.Healthy, good-sleeping children (n = 36; 3.0-4.9 years; 39% male) maintained a stable sleep schedule for 7 days followed by a 29.5-h in-home dim-light circadian assessment (~1.5 lux). On the final night of the protocol, children received a 1-h light exposure (randomized to one of 15 light levels, ranging 5-5000 lux, with ≥2 participants assigned to each light level) in the hour before habitual bedtime. Salivary melatonin was measured to calculate the magnitude of melatonin suppression during light exposure compared with baseline levels from the previous evening, as well as the degree of melatonin recovery 50 min after the end of light exposure. Melatonin levels were suppressed between 69.4% and 98.7% (M = 85.4 ± 7.2%) during light exposure across the full range of intensities examined. Overall, we did not observe a light intensity-dependent melatonin suppression response; however, children exposed to the lowest quartile of light intensities (5-40 lux) had an average melatonin suppression (77.5 ± 7.0%) which was significantly lower than that observed at each of the three higher quartiles of light intensities (86.4 ± 5.6%, 89.2 ± 6.3%, and 87.1 ± 5.0%, respectively). We further found that melatonin levels remained below 50% baseline for at least 50 min after the end of light exposure for the majority (62%) of participants, and recovery was not influenced by light intensity. These findings indicate that preschool-aged children are highly sensitive to light exposure in the hour before bedtime and suggest the lighting environment may play a crucial role in the development and the maintenance of behavioral sleep problems through impacts on the circadian timing system.

Higher correlated colour temperature ambient lighting, which contains more blue light, has been reported to improve performance on a variety of cognitive tasks. The current investigation compared performance of adults on what/where task switching, go/no-go, and mental rotation tasks when the experimental room was lit by 3500 K standard florescent and 5000 K LED lighting. Results showed that, under higher correlated colour temperature illumination, females (but not males) decreased reaction time by approximately 10% on the task switching task, that males (but not females) showed a reaction time decrease on the go/no-go tasks, and that no effect was observed on the mental rotation task. Our results suggest that higher correlated colour temperature illumination improves reaction time performance on certain attention/executive function tasks, but that that improvement is gender specific.

Data from a growing number of experimental studies show that exposure to higher correlated color temperature (CCT) ambient light, containing more blue light, can positively impact alertness and cognitive performance in older children and adults. To date, few if any studies have examined whether light exposure influences cognitive task performance in preschool-age children, who are in the midst of rapid developmental changes in attention and executive function skills. In this study, healthy children aged 4.5–5.5 years (n = 20; 11 females) completed measures of sustained attention and task switching twice while being exposed to LED light set to either 3500K (a lower CCT) or 5000K (a higher CCT). A control group (n = 18; 10 females) completed the tasks twice under only the 3500K lighting condition. Although the lighting condition did not impact performance on the sustained attention task, exposure to the higher CCT light lead to greater improvement in preschool-age children’s task switching performance (F(1,36) = 4.41, p = 0.04). Children in the control group showed a 6.5% increase in task switching accuracy between time points, whereas those in the experimental group improved by 15.2%. Our primary finding–that exposure to light at a higher correlated color temperature leads to greater improvement in task switching performance–indicates that the relationship between the spectral power distribution of light and executive function abilities is present early in cognitive development. These data have implications for designing learning environments and suggest that light may be an important contextual factor in the lives of young children in both the home and the classroom.