This document provides guidance on assisting children with toileting needs and toilet learning. It discusses that children are developmentally ready to begin toilet training between 18 months and 4 years old. It outlines signs that a child is ready, including understanding wet/dry, having control of their muscles, following instructions, and demonstrating a desire for independence. The document emphasizes taking a positive approach, following the child's lead, providing encouragement, and understanding that accidents will happen as part of the learning process. It also notes cultural differences in beliefs and practices around toilet training.

1. CHCCN302A
Provide Care for Children
CHC30712 Certificate 111 in
Children’s Services

2. Care for Toddlers’ Toileting
Needs
 To become independent in toileting, children
must be developmentally ready both physically
and emotionally.
 They can be ready any time from 18 months to
4 years and there is always at least one Mum
who will boast that her child was toilet trained
earlier!

3. Signs of Independence
Recognise and communicate the need to go
Walk to toilet or potty
Undress to some extent and then manage
toileting procedure
This is a HUGE task!
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4.  Process of control involves learning to
recognise the feeling of wanting to go
 Also requires some control of muscles that
govern the opening and closing of the anus
and urethra (sphincters)
 This is a maturational process and until
particular nerve pathways have developed,
control is not possible

5.  Usually girls will learn control earlier than boys
 This may be because girls have fewer muscles
involved in bladder and bowel control than boys
 Some children are mature enough to achieve full
control by 2 years, some by 3 or beyond
 Caregivers should expect uneven development as
maintenance of control is vulnerable to illness,
emotional disturbance and changes in routine.

6. Signs of Readiness for
Toilet Training
 Child indicates an understanding of wet and dry
nappies
 Longer intervals between wet nappies – when you
change the nappy it is completely dry or suddenly
absolutely soaked through
 Being regular with bowel motions i.e. after breakfast
 Showing increased interest in passing urine or a
motion
 Wanting to copy other children

7. Toilet readiness cont’d
 Can pull own pants up and down
 Makes a physical demonstration when having
a bowel movement i.e. squatting down,
grunting, telling you
 Has words for stool and urine
 Can follow simple instructions

8. Toilet readiness cont’d
 Understands the physical signals that mean he
has to go and can tell you
 Demonstrates a desire for independence
 Can walk and sit down
 A realisation that he/she can have some
control over elimination

9. Assisting children with
toilet learning
QIAS documentation states
that :
Toileting and nappy changing
are positive experiences.
There is a positive approach
to toddlers’ abilities in toileting

10. Assisting children with
toilet learning
 Caregivers can ensure that it is a positive experience
for toddlers by:
– Following where possible, the toileting
learning practices that the child is familiar
with at home
– Giving recognition, positive responses and
encouragement
– Use words parents use at home or correct
terms and describe what is happening.

11. Positive responses
 Showing interest in what is happening
 Never show disgust or treat what child is doing as
‘dirty’.
 Encourage the child who has noticed what they have
done after the event
 Make the bathroom or potty area a bright and
interesting place. Allow children to play with a clean
potty or sit on it whenever they wish

12.  Involving children in the parts of the toilet
routine they can manage themselves ie pulling
down their own pants, washing hands or
flushing the toilet.
 Provide easily-removed clothes and encourage
parents to do so as well. In warm weather, just
wearing training pants is best
 Never hurry or put pressure on a child. Your
role is to help but it is the child who controls
the process

13.  Showing interest and recognisng the child’s
pride in what they produce. Discourage
handling faeces but accept that exploring is
natural and common. Do not over-react
 Make sure that the potty, potty chair or toilet
seat is comfortable, stable and safe. Secure
steps or hand rails may be needed for adultsized toilets

14.  Have regular toilet
times to remind
children they need to
go and to give
learners the role
model of other
children using the
toilet
Nurse with children – their toilet outine. UNRRA
Children's Center, Aglasterhausen, Germany, 1945

15. Accidents will happen..
 In learning bladder and bowel control there can be setbacks. If
the child becomes stressed or ill, it may be possible, with the
parents’ permission to go back to nappies
 Help the child to understand why he/she has lost control and
be very aware of maintaining his/her self-esteem.
 Nappies should never be used as a threat or a punishment.
Even adults have accidents and some people with disabilities
never have control.

16. Older children who have accidents
will feel better about cleaning up after
themselves. Encourage their efforts.

17. Attitudes to toilet learning
 Attitudes to elimination, body wastes and parts of the
body are complex, emotive and varied. In assisting
children develop awareness and competence in
managing their needs, it is important to be open and
honest when giving them information.
 On the other hand, you should be sensitive and
aware of differing family and cultural beliefs about
these subjects.

18. Responding to toileting
accidents
 By 3 years of age, many children will have
achieved independence in toileting and be
able to:
Verbalise toileting needs
Control both the bladder and bowels during the day
without many accidents
Pull pants and underpants up and down, but will still
need help with buttons and other fasteners
Wash hands but need supervision with drying

19.  Some children may still need extra support with
toileting.
 Caregiver’s role is to provide encouragement and
sometimes gentle reminders
 Avoid drawing attention to toileting accidents – can
make children embarrassed, pressured or ashamed.
 Accidents are normal and need to be dealt with in a
sensitive and matter-of-fact way. Try to help families
realise this
 Keep spare clothes handy and ask parents to send
extra clothes if necessary.

20.  Most toileting accidents commonly occur during rest
time
 Remaining dry while sleeping is a skill some children
may still be mastering
 Quietly reassure child that accidents happen and that
it is all right.
 Be sensitive to the fact that some children will not only
be disappointed with themselves, but ,ay be
concerned with others’ reactions.
 Try to be discreet and provide child with privacy to
change clothes.

21. Cultural Differences
 Families and cultural groups have differing beliefs and
expectations about how and when bowel and bladder control is
achieved.
 Some leave children to develop at their own pace, but
environmental conditions make this impractical some places.
 In hot climates and for people who spend most of the time
outdoors, when and where children eliminate is usually not a
problem. Adults and children often relieve themselves in the
open, providing a role model for children to become aware and
develop control.

22. Cultural Differences cont’d
 “Holding out”
 “Holding out” does not assist the child to become independent.
The caregiver becomes trained to watch and catch what the
child produces and the child is mostly oblivious to the process
 The practice of “holding out” has strongly influenced many
attitudes to toilet training.
 Beliefs about lack of control being dirty or bad, result in
parents being faced with emotive and stressful situations
 Caregivers can help by supporting parents

23. Homework task
 Find out as much as you can about different
approaches to toilet training. Talk to parents or
experienced caregivers or read about it online
or in books recommended for this unit.
 See handout sheet with suggested websites