The 13 Myths of Potty Training
Realities and Simple Solutions
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Take advantage of the child's need to follow patterns. One great way to help a child learn to use the toilet is to establish a consistent pattern with the routine.
Neural networks are formed by repetitive patterns of actions. So following the same routine helps a child lay down the neural networks to be masterful with the task as the pattern is followed more and more.
Although many articles and books say the contrary, I believe that the great majority of children learn to stay dry from urine before they master pooping in the toilet. Some time between 3 and 3.5 years old children often start to resist using the toilet for pooping and seem to regress in general. This is when they are mastering their bowel movements. So, if your child is beginning the toilet learning process at 3 or 3.5, then they may be working on both developments at once.
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About the Book
The Thirteen Myths of Potty Training helps parents and caregivers of young children understand their role in guiding a child through the process of learning how to use the toilet. This book brings a refreshing approach to the task of helping children with this step toward independence.
You’ll find straightforward information about children’s development in learning self-help skills around toileting. The book also identifies the many myths around potty training that hold adults back from guiding the child in a proactive way. You’ll also find a simple and logical sequence of steps for child that is both developmentally appropriate and respectful. While learning about how young children think about and master toileting tasks, parents may find the author’s insights into young children useful in other areas of child-rearing as well.
About the Author
Sylvia Ford M.A. is an Early Childhood Consultant who has worked with families and children in the San Francisco Bay Area for over 25 years. She conducts educational seminars and offers other services for parents, including private consultations to provide parents with information on child development and different perspectives and ideas. Sylvia specializes in working with preschool staffs, helping teachers to improve environments, activities, and discipline techniques. She also conducts child observations to assist families and schools to better understand difficult behaviors and developmental norms of individual children. Sylvia has been teaching college courses in early childhood education since 1996.