Toileting (or using the potty) is one of the most basic physical
needs of young children. It is also one of the most difficult
topics of communication among parents, child care providers,
and health care professionals when asked to determine the "right"
age a child should be able to successfully and consistently
use the toilet.
Most agree that the methods used to potty train can have major
emotional effects on children. The entire process--from diapering
infants to teaching toddlers and preschoolers about using the
toilet--should be a positive one. Often, and for many reasons,
toilet learning becomes an unnecessary struggle for control
between adults and children. Many families feel pressured to
potty train children by age two because of strict child care
program policies, the overall inconvenience of diapering, or
urging from their pediatricians, early childhood columnists,
researchers, other family members, friends, etc.
The fact is that the ability to control bladder and bowel functions
is as individual as each child. Some two-year-olds are fully
potty trained, and some are not. But those that aren’t
should not be made to feel bad about it. There are also many
cultural differences in handling potty training, therefore it
is important that families and program staff sensitively and
effectively communicate regarding these issues.
The purpose of toilet learning is to help children gain control
of their body functions. If a child is ready, the process can
provide a sense of success and achievement. Here are some helpful
hints on determining when young children are ready to begin
the potty training process and suggestions on how to positively
achieve that task.
Ready, set, go!
Children are most likely ready to begin toilet learning when
they:
* show a preference for clean diapers--a preference adults can
encourage by frequent diaper changing and by praising children
when they come to you for a change.
* understand when they have eliminated and know the meaning
of terms for body functions. For example, "wet," "pee,"
"poop," and "b.m." are words commonly used
by children to describe bladder and bowel functions.
* indicate that they need to use the potty by squatting, pacing,
holding their private parts, or passing gas.
* show that they have some ability to hold it for a short period
of time by going off by themselves for privacy when filling
the diaper or staying dry during naps.
Become a cheerleader
* There may be times during the learning process when children
accidentally go in their diapers or training pants. This can
be very distressing and may cause them to feel sad--especially
if they have been successfully using the chair for some period
of time. When this happens, change the diaper without admonition--a
caring adult can then try to pick up the child’s spirits
with encouragement that she is doing well and will get better
with practice.
* The most common cause of resistance to potty training occurs
when children have been scolded, punished, or lectured too often
about using the potty, or have been forced to sit on it for
too long. This learning process usually is not fast or consistent.
Children need your patience and support.
Have a plan
* Parents and child care providers should decide together when
a child is ready and then negotiate a plan that will be consistent
and manageable in both settings. Some questions may include
the following:
1. Is special equipment needed--step stool, toilet seat deflector,
potty chair?
2. Are extra clothing items needed?; and
3. Are good hygiene practices in place, for example, handwashing
for children and staff, a system for handling soiled clothing,
and a routine for disinfecting equipment?
* It’s a good idea for families and child care professionals
to exchange information on the words for body functions most
preferred by each child in order to avoid confusion and provide
a consistent message for everyone engaged in the process.
Successfully learning to use the potty is a major accomplishment
for young children, and patience and praise from the adults
who care for them is an extremely important component to their
healthy emotional and physical development. Each child will
individually provide signals as to when he or she ready to make
that leap. Good communication, appropriate expectations, and
a consistent plan on the part of parents and caregivers make
it easier to support this process and is the surest route to
success.
Reproduced
with permission from the National Association for the Education
of Young Children
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