Sleep and rest times play an important role in the wellbeing and learning of young children. The management of school time, that is organized by education systems, affects the hours of instruction of the students or the regime of organization of the teaching day, as well as the dedicated moments to rest and to deal with vital functions (eating, sleeping, etc.). This paper is focused on the normative analysis at state level in Spain and Sweden concerning to these pedagogical issues. The results show how both education systems organize school time in a variable way, which results in different organizations of the time, the space and the human resources to allow the vital function of sleeping. This fact is having direct  consequences, in terms of the time that young boys and girls can spend and dedicate to rest during pre-primaryeducation; therefore, in the last place, how this fact is impacting in child wellbeing is being discussed and future lines of research are being explored.