Think carefully about the words you teach your child for body parts, urine and bowel movements. Not only will you hear these words daily throughout the preschool years, but he is sure to repeat them often to relatives, neighbors, teachers and friends. To encourage a healthy body image, use anatomically correct names for all body parts. When an elbow is an elbow, but a penis is a “weenie,” children often wonder why one part of their body is so special that it can’t be called by its real name. On the other hand, most people don’t use terms like “urine” or “feces” to explain their bathroom needs. “Pee pee,” “wee wee,” “wet,” and “tinkle” are more commonly understood childhood descriptions of urination, while “poo poo,” “doo doo,” “BM,” “poop,” and “doody” are the usual choices for a bowel movement. In addition, simply saying “going potty” can be confusing to a child because it doesn’t differentiate urination from defecation.
Archives: FAQs
If my child has been clean and dry for a while and suddenly begins having many accidents, what should I do?
Regressions to wetting and/or soiling are not uncommon in toddlers and are usually a reaction to stress. Look for sources of pressure in the child’s life—separation from a parent, a new baby, starting nursery school, moving, etc.—and try to ease tension by providing reassurance. If this persists, speak with your pediatrician.
What should I do about accidents?
Accidents will happened-and are to be expected. Be relaxed about them. Express no anger or disapproval; don’t scold, shame or punish him. Clean up calmly and reassure him that “next time you’ll remember to use the potty.”
How can I prepare my child for toilet training?
During your everyday activities, point out when he is having a bowel movement or is urinating; teach him that urine and feces come from the body, teach him the words you want to use for bathroom functions, allow him to observe others using the toilet, read books about toilet training.
What are the signs of readiness for toilet training?
Some—but not necessarily all—of the following are signs: pausing and making sounds and grimaces when having a bowel movement, being regular in bowel movements, staying dry for an hour or two in the daytime, waking up dry from a nap, complaining when wet or soiled, being aware that urine and feces come from his body, telling the parent when he has had or is having a bowel movement, wanting to imitate adults and be grown up.
When do most children learn to use the toilet?
It is important to remember that each child is an individual and develops at his own rate. Generally speaking, you can expect your child to achieve daytime control sometime between ages 2 and 3, and nighttime control between ages 3 and 4-1/2.
What is sensory exploratory play?
We all learn from our senses – from seeing, hearing, tasting, smelling and touching. We also learn from the sensation of movement. Your play—and your child’s—should include all of these sensations.
How can I help my child use the senses to explore and learn?
Birth to age 1 – Hang mobiles across the crib to provide new sights. Babies enjoy sound games as they approach their first birthdays. Hide musical toys so you child can locate them.
The 1-year-old explores by touching. In a special drawer, keep objects that are safe to touch and play with, such as a wooden spoon, funnel and old pan. A flashlight is another toy for this age. Sand and water play is fun too.
The 2-year-old touches and tastes everything, so keep electrical outlets protected and cords out of reach. He is able to match textures and likes to play “name that smell” game with soap, coffee and other familiar smells.
The 3-year-old is learning more about the world. Imitation is how they act out this understanding: they “bake” mud pies, “drive” a car, and “sweep” the floor. He enjoys blowing bubbles, splashing in water, and playing in sand.
The 4-year-old loves to run and chase, and to kick a ball. He loves to pretend to be someone else and enjoys dressing up. He can roll sections of play dough and form people.
The 5-year-old can climb up steps to a slide, ride a bicycle and use a monkey bar. He can learn to swim, skate, ski, dance and use a trampoline. He adds details to drawings, and may print his name.
What toys and playthings are recommended?
For babies, it’s good to have toys that you and the baby can look at together. Talking about and playing with toes, fingers and body parts is just as wonderful as having rattles or soft animals to touch, chew on or shake. After the first few months of life, give toys that your child can use to make something happen, rather than just watch or listen to. A toy that pops back up when pushed over is better than a stuffed animal. For toddlers, manipulatives such as ring stackers and blocks are a great addition to cause-and-effect toys.
What can I do to encourage play?
Babies need you to talk and sing to them and provide many kinds of toys and materials for them to explore. When the baby is tired and no longer want to play, it is time to stop. Toddlers need you to play with them in games they choose. You can help by giving suggestions; withdraw from the play when your child can handle the activities alone.
What are the usual stages of children’s play?
Solitary play – this is the first kind of play where children play alone with their own toys or activities and do not try to make contact with nearby children. Examples include banging, shaking, filling and dumping.
Parallel play – children play independently but near each other. Examples include manipulating a doll to do common things, and doing a series of pretend activities, such as pouring and drinking pretend milk.
Associative play – children play with the same toy but not together. Examples include building separate structures with blocks or playing with play-doh without exchanging tools.
Cooperative play – Children play with the same toy together. Examples include board games or using Legos to build one structure.