Potty Training: Learning to Use the Toilet

Zero to Three’s resource, Potty Training: Learning to the Use the Toilet, addresses four key takeaways:

The so-called “right” age or way to start the process;
Signs that a child is ready to begin;
Recognizing when it’s not a good time to start; and
Together, all caregivers can create a successful environment.

A toddler in a gray and white striped shirt with monkey faces and the word “love” on it, sits with their back to the camera on a white potty chair on the floor. The child is visible only from the shoulders down. Though readiness varies greatly from about 18 months to around three years of age, approximately 22% of children master the necessary skills by 2½ and 88% do so by 3½. A child with delays or a disability may take longer, so don’t fret. There doesn’t need to be a rush to get the process started or completed. Always follow the child’s cues.

The author also touches on the potential for power struggles and suggests parents and caregivers “think of training as just another skill” the child is learning to take the pressure off . . . if life around the potty chair becomes too tense. Even potty-training veterans will likely find some useful tips in this resource, so check it out.

The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, click here.

This resource is related to the following ESPM knowledge-level competencies:

Core Knowledge (CK):
- CK4: The range of typical infant/toddler physiological factors such as physical growth and maturation.
Individualized Family Service Plan Development and Review (IFSP-DR):
- IFSP-DR6 (EIS): Understands when there is the need for other professionals in specific disciplines to provide services to address IFSP outcomes.
Individualized Family Service Plan Development and Review (IFSP-i):
- IFSP-i2 (EIS): Understands the individual nature of child learning styles and the importance of adapting intervention strategies.
- IFSP-i8 (EIS): Understands the parallel process and how coaching as an intervention strategy promotes parent confidence and competence in meeting the child’s needs.
- IFSP-i10 (EIS): Knows strategies that support parents in providing basic health, nutrition, and safety for infants and toddlers in natural environments.