Toilet Training and Healthy eating habits. F.Version.pptx

A small summary of the main aspects of toilet training

1. Toilet Training and Healthy eating habits Workshop

2. Definition Preparation Signs of Readiness The role of the adult Awareness and Gaining control The prepared environment What can impact the toilet training? Resources / more information Table of content

3. “The parent’s expectations of successful toilet training have a lot more to do with when a child is trained than do any markers of development… toilet training, like all aspects of parenting, should be responsive and sensitive to the child’s needs and abilities. An approach that is truly centered around the child involved recognizing her capability, desire for mastery, and frustration with diapers long before the readiness guidelines would suggest they are present.” (p.45, Diaper-Free Before 3- Jill Lekovic )

4. Full toileting independence normally requires basic independent actions by the child : Initiate the decision and action to go to the toileting area. Undress independently (wearing easy to remove clothes with an elasticated waist). Get on to the toilet independently. Use the toilet to urinate or defecate. Wipe the genital area effectively. Get off the toilet. Rearrange their clothes. Flush the toilet. Wash their hands. Return to their previous activity . For full toileting independence in the Infant Community, the child needs to be walking confidently and be able to carry out complex functions Definition

5. Lots of preparation can happen before this time whilst the child is not yet able to get to the toilet in time. A more practical version is needed for younger children: Be willing to go with an adult to the toilet. Collaborate in undressing and getting on to the toilet. Use the toilet to urinate or defecate. Collaborate in getting off the toilet and dressing. Wash hands with help. Return to their previous activity. Preparation

6. Children in the Nido give subtle clues before they urinate or defecate, such as grunting or specific facial expressions. After they have finished there may be other signs in their body language. The child is able to stay dry for fairly long periods of time, e.g., 90 minutes, and will start to urinate in larger quantities because he has been holding on to it for a while . Some children become very interested in the toilet once they are able to crawl; it is important for them to see other family members going to the toilet at this time. The child will want to collaborate more when dressing and undressing. Signs of Readiness

7. We communicate in a relaxed and calm manner with the child, with simple, clear descriptive language, e.g. "You've urinated" not "Wow that's a lot, what a mess". We objectively say what has happened and what we need to do next to clear it up.   It is important not to overly praise the child, clap or cheer. Instead, we can calmly and kindly acknowledge their successes.   We must communicate well with other adults in the child's life. This is a very sensitive process that can greatly affect the child psychologically. We must protect him from hurtful comments that may make him regress, even from adults who mean well. The role of the adult

8. The child must be able to experience frequent sensations of urinating and defecating. The adult needs to change his nappy as soon as it is wet whenever possible so he gets used to being dry.   Adults need to help the child build physical strength and general awareness of his body, and invite his collaboration during nappy and clothing changes. Toileting Independence

9. Parents should set the toileting area up in their home from an early age so the child absorbs it as a natural part of his environment. Once the child can sit unsupported, a potty can be introduced upon waking, before and after naps, and before and after a bath. This is a good time to start engaging the child in routines and rituals to help him build familiarity with the routine of toileting.

10. After the preparation period, the child’s awareness becomes more specific and our objective is to increase his functional awareness of his body signals and rhythms around toileting.   We always change the child as soon as he is wet so he enjoys the experience of being dry.   It is vital parents and caregivers gets to know their child's rhythms, facial expressions and body movements around toileting. This is a crucial time when the adult can help child link sensations to the appropriate actions needed and build awareness of what is happening.    The environment must be set up so that we can clearly go through each step in the toileting process. Clear, calm, matter-of-fact communication with the child is very important as this will aid his development.   If the child’s family must go on a long journey, a nappy can be worn over cloth training pants so that he can still feel wet sensations but the car seat will stay dry. Awareness

11. This phase is generally the longest and most important for the child to become independent. Initially , the child will need a lot of collaboration and it is important the adult avoids having any expectations of how long it should take. The child is very sensitive and will pick up these expectations, which may negatively affect him. Sometimes children can be unsure of their sensations and will get to toilet but be unsure what is going to happen. They could be surprised or delighted and the adult needs to respond calmly. Gaining Control

12. “Parents often tell me about their twelve- to twenty-four-month-old babies ‘going crazy’ during diaper changes, trying to escape, screaming, and trying to arch their backs or squirm away. As we pin them down and wipe their bottoms off, maybe we should consider the idea that this is their sign of potty-training readiness.” (p.46, Ibid)

13. We help the child develop a flexible daily routine based on our observations. This will be different at home or in a community environment. In either setting, adults must be clear with the child when they know he will soon need to use the toilet, "It's time to go to the toilet". Timing is very important. In a community, we usually take the children once they arrive and then 60-90 minutes afterwards. We do not give them a choice in this case. We allow time for each child to do this at his own pace and always work in collaboration, talking slowly, being calm and consistent.

14. “A two-year old may lack the verbal skills to tell parents he wants to go potty but have an entirely predictable routine that would keep him clean most of the time and allow him the satisfaction of using the potty that provides the foundation for complete potty independence.” (p.46, Ibid)   We must trust the child's ability and allow him all the time he needs, even up to an hour. We can ask "Do you need any help?" but then step back if he does not. Children often sit on the toilet for a long time but we do not encourage this by leaving books there.

15. We could use small, wet cloths rolled up instead of wipes. Stress or any life changes can upset the child’s progress. It is important that we reassure parents when their child is regressing not to panic and revert back to using nappies. Consistency is key. We do not want the child to feel punished by going back to nappies as well as being stressed.

16. -We need one child-sized , accessible toilet or potty - that is stable and provides support for the child's back. The child can lift his potty and tip it into the toilet once he has gained this motor coordination. A travel potty should also be available for journeys. -A low bench or stool near the potty or toilet for the child to sit on while undressing and dressing. Once he is able to stand to remove his clothes we can encourage this instead. -A child’s toilet seat and / or steps with handles attached to the seat so the child feels safe and happy to use an adult toilet .( It is best to have a seat with a shield in front for boys. The child seat needs to be on the toilet at all times so it is instantly available for him to use. Adults can remove and immediately replace it as needed .) The prepared environment A)Physical :

17. When the child can use the toilet independently it helps his self-awareness and confidence and he feels empowered because he can read his own body signals and use the toilet without needing help . We give our time generously and make it our priority to follow each individual's pace and rhythm. We communicate with the child kindly, objectively and in a matter-of-fact manner. When we are consistent it builds the child's confidence and trust in himself. Our negative reactions to mess or perceived failure can derail him or set him back so we never have expectations of a timescale for this process. B) Pshychological :

18. “Children between two and three years of age are very prone to develop a power struggle over the potty if thrust upon them during this window. If they are already familiar and have had some success with the potty , many will see it as an increased autonomy to really master the task.” (p.46, Ibid ) Chance in personal circumstances or routine What can impact toilet training?

19. Self –Affirmation Crisis( At the age of about two years, the child enters a distinct and well-known developmental crisis, sometimes described as “opposition crisis”, or the “period of no”. However, that label is not quite accurate: the child does not desire to be in opposition, but simply needs to be recognized as an individual with their own opinions, wants and needs .) “Behind the child’s ‘no’ is a desire to be recognized as a person.” Silvana Montanaro, Understanding the Human Being As the child’s ego emerges, their behaviour changes, often to the shock and dismay of the parents. The child often runs away, rejects the parents (or also favourite objects or activities), and the infamous toddler tantrums begin. Behind all of this is the need to separate oneself from the parents and to find their own personhood. Again, this does not mean the child no longer needs the parents, quite the opposite; however, they are now coming to view themselves as a separate being, as opposed to an extension of either parent, and must find ways to demonstrate themselves as such.

20. Yes or No ?

21. How can we help? The need to exercise the will can be quite easily fulfilled by being offered choices in non-confrontational situations, such as being given a selection of two to three outfits or foods to choose from. Asking the child for their opinion and help whenever possible and practical also communicates respect and regard that they desperately need from us at this point.

22. Here are some tips to ensure that this important transition doesn’t evoke unnecessary emotional turmoil: -Keep calm. The calmer YOU are, the less stressful this process will be for your child. Do your own relaxation rituals and take deep breaths.  -Be patient. Has your child been through major changes recently like a move? Parents separating or divorcing? A new sibling? A surgery or medical trauma? If so, build in some time and space to allow your child to recover, understanding he may regress as he seeks reassurance that he is in a secure place. -Be your child’s emotion coach. Learn to reflect your little one’s feelings with empathy. Check out  Raising an Emotionally Intelligent Child  by John Gottman , PhD. , for more on how you can be your child’s emotion coach.

23. Inspire and encourage. Make potty time fun with special books to read about using the potty. Introduce a fun new hand soap for after potty time. Respond with joy when your child chooses to use the potty. And never shame, scold or show frustration toward your child if she has an accident or chooses to go in her diaper or pull-up. -Put it in perspective. Your child will not still be in diapers when he goes to college. I promise the day will come when your child is READY and never looks back at diapers. It may seem like an eternity now, but it will happen. And it will be long before college! Remember, this is a rite of passage that every human being goes through when they are transitioning from babyhood to big-kid-land. It is an opportunity to help your child feel secure in his bond with you while taking a giant step toward his newly forming independence. Be calm, encouraging and patient so that negative emotions don’t even come into play.

24. “The child’s nature is to aim directly and energetically at functional independence. Development takes the form of a drive toward an ever-greater independence. It is like an arrow released from the bow, which flies straight, swift and sure… While he is developing, he perfects himself and overcomes every obstacle that he finds in his path.” ( Maria Montessori -The Absorbent Mind)

25. You can contact  ERIC, The Children's Bowel and Bladder Charity , for information on potty training. You can call the ERIC helpline on 0808 169 9949 (Monday to Thursday, 10am to 2pm) or you can  email the ERIC helpline via a webform . You can also talk to your GP or health visitor to get some guidance. They may refer you to a clinic for expert help . https:// www.primroseschools.com/blog/from-diapers-to-potty-the-emotional-side-of-potty-training More information :

26. Healthy eating habits are crucial to avoid constipation and successful toilet training Constipation is very common and the first essential step in managing is healthy diet and healthy drinking Healthy eating

27. https://www.thepoonurses.uk/ Tips on Increasing Fibre and Fluid in your Diet Fibre content on every day food leaflet (beans, lentil, different cereals Correct position on the toilet MOVICOL: Maintenance and disimpaction regime Poo nurses website

28. Importance of a good start : - responsive feeding - introducing tastes at the phase of weaning texture progression textures (soft purees, soft mash, bite and dissolve easily like wafers, bite and melt , bite and soft chew, bite and splinter food like breadstick, bite and lump like pizza) If the introduction of many tastes and textures is delayed beyond the first year of life, it is more likely children develop food refusal Healthy eating habits

29. Age of 2 – fear of new food and fear of the different Safe foods Most children will grow out of the phase when they are 5 Modeling good behaviour Avoid forcing, prompting, bribing, hiding Trust, calm, secure environment Spot sensory issues Neophobia

30. Food refusal and avoidant eating in children – Gillian Harris and Elizabeth Shea References: