Toileting

Toileting is a learning process in which a young child learns how to control their bowel and bladder and use the bathroom for elimination.

Toilet learning is a natural process and should be done at a pace the child is comfortable with. This process cannot be directed and controlled by the adult (aka as toilet training). We must not hinder the child and prolong the process. The adult is not the one who should decide when to start the process because of their own needs. Our duty is to observe the child and know when the right moment is for the child to start.

How do we know when to start? From the Montessori perspective the answer is easy: The toilet learning process starts at birth.

Toileting implies sphincter control and the myelination plays a determinant role in the process. But also, as Maria Montessori said: “the child absorbs and adapts to its culture”. Meaning that the sphincter control can be achieved much sooner than people think. It depends on our culture and whether the adults provide the necessary support.
We can support our child by talking to him about his body parts and its functions when you we are changing his diaper or giving him a bath.

We can support him as well by choosing cloth diapers over disposable. Cloth diapers help babies to feel and understand the difference of being wet and dry. It is important to use 100% cotton underwear, since the child may be more sensitive to temperature and wetness.

The child is ready to use a toilet when his muscles and nerves (sphincters) are properly developed (usually around 12 months of age or when they start walking). Society, however, often promotes timing that is convenient for an adult versus the time at which children are truly capable. History tells us that the more we use disposable diapers, the later children become toilet trained. The New York Times reported, in 1957, almost 100% of the children wore cloth diapers and 95% of them were trained by the age of 18 months. Today almost 95% of the children wear disposable diapers and only about 10% are trained by the age of 18 months. Currently the average age for toilet training is about 30 months with the age ranging from 18 to 60 months.

Every child is different and has his own path of growing and developing. However, there are universal signs that might indicate readiness to begin a transition to his new developmental stage of wearing underwear. Whether you decided to use disposable diapers or cloth ones, here are some signs that help us know when and how to support your child in the toilet learning process.

When your child:

  • Can follow simple directions
  • Is able to sit
  • Is interested in wearing underwear
  • Has curiosity concerning the toilet
  • Is able to stay dry for 2-3 hours
  • Seeks privacy (hides) when urinating or having a bowel movement in the diaper
  • Verbally expresses that he is wet and wants to be changed
  • Is able to pull his own pants up and down

We want to make sure that our ‘toilet-ready child’ is dressed for success, which means wearing outfits that he can get in and out of easily. Hence we need to avoid buttons, belts, and other fasteners he might have trouble handling by himself. Even if he has the dressing skills to unbuckle and unzip and manipulate other clothing closures, he shouldn’t have to fuss with them at the same time he’s trying to get settled on the toilet. Avoid overalls, onesies or pants too tight for the same reason.

We need to give the child independence on the levels they can handle (size appropriate toilet, clothing, reminders…). The space where the child will learn to use the toilet has to be consciously prepared by the adult. Remember that the toilet should be located in the bathroom, not in the kitchen or the living room or the patio. We do not want to confuse the child about how, when, and where we use the potty.

The basic items needed in this process are a:

  • Toilet (child size or adapted)
  • Sink and Stool
  • Soap and hand towel
  • Basket for dirty clothes
  • Basket with clean clothes

The adult must collaborate with the child by both observing and modeling. We need to show the child where the potty is as well as how to sit and use it. As adults we must also be aware of the different diets that can help the child have more comfortable bowel movements.

Toileting is a learning process for children. It is important use positive language when we talk to the child about the learning process of using the toilet (no punishment or reward system). Some children train themselves in a few weeks while others need months. Some children show readiness as soon as 12 months while others start by the age of 3 or later. Regardless of the age we start, the process needs to be low-key but straightforward. As parents and educators, we need to commit to the whole process that involves lots of laundry, mopping floors, and wet carpets.

Maintain a positive attitude and your child will be toilet-trained in time 🙂

By Nuria Serrano

The Importance of Learning New Languages

“Once the child can speak, he can express himself and no longer depends on others to guess his needs. He finds himself in touch with human society, for people can only communicate by means of language. Very soon afterward at one year of age, the child begins to walk….So man develops by stages, and the freedom he enjoys comes from these steps towards independence taken in turn…Truly it is nature which affords the child the opportunity to grow; it is nature which bestows independence upon him and guides him to success in achieving his freedom.”
– The Absorbent Mind, p.78

One of the sensitive periods Maria Montessori focuses on is language. No matter how complicated a language can be, a child will learn it if it is spoken to them during this sensitive time. In our Spanish Immersion classroom, I only speak Spanish to the children. They begin to copy the sounds and words until they are fluent in the language. It becomes necessary for the children to learn the language spoken around them so they feel that they are part of their community. Children are eager and excited to learn and communicate the new language. A sign of their readiness is when they begin to ask the names of various objects in Spanish around the classroom. Soon after, they will begin teaching other children the names in Spanish. This demonstrates their desire to further assimilate themselves into the classroom.

Singing songs is a great introduction to the new language. By being expressive with hand motions and facial expressions, the children come to understand the song whether or not they fully understand the language. When a child first starts in the class, there are many songs and simple conversations to learn. Little by little I teach them the names of the objects around the classroom. This will help the child understand his environment and set himself up for success.

Through extensive research, it has been proven that the earlier a child is introduced to a second language, the greater the chance that the child will master both languages. Teaching your child a second language can provide them with more skills to succeed in the future.

By Katia Ledon

Freedom with Limits

“The child is the spiritual builder of mankind, and obstacles to his free development are the stones in the wall by which the soul of man has become imprisoned.”
– Maria Montessori

Freedom by definition is the ability to do whatever you want, whenever you want. The difficulty lies in realizing exactly what it is that you want, and then knowing what action to take to achieve your desires. Freedom in a Montessori class gives the children the opportunity to choose materials by themselves; materials that are made in accordance with a child’s size requirements.

Freedom with limits is an important and necessary tool for future learning because it allows the children to build their sense of responsibility, self-discipline and independence.

The limits in a Montessori classroom are enforced in the prepared environment. These limits include respect for others, care of materials, walking slow, a soft tone of voice, carrying one thing at the time, not interrupting friends when they are working, helping others, cleaning up if water/food is spilled and much more. Freedom is always connected to limits since with freedom comes responsibility. In order to be responsible, one must be informed of what is expected of you as well as knowledge of how to complete the task. Our primary task as educators is to encourage and help children learn how to complete tasks on their own so that they can truly be free in their environment.

“We want to discipline to the activity. Not to passivity. We have to show the child what to do. An education method based upon freedom must help the child to conquer, and must guide the child in the path to independence.”
– Maria Montessori

Some ways to create a prepared environment at home include providing child sized tools for eating, cleaning and playing, as well as setting up a smaller table and chair for them to do their ‘work’. You can ask your child to complete specific tasks while still giving them freedom by giving them 2-3 choices. Children can be invited to help with simple household tasks such as to carrying a basket with their clothes to the laundry room, fold kitchen towels, and brainstorm tasks to be completed daily, ex. daily shower, bedtime … It is important to describe the tasks in great detail so the children have a clear understanding of what is expected of them.

An important limit we must always consider is the collective interest. We are often limited in our actions when we ponder the outcomes these actions can have on other people. In a prepared environment that provides the possibility to act free, the child will acquire the self-discipline and self-control to allow them to grow with responsibility of their own actions and decisions.

“Only through freedom and environmental experience is it practically possible for human development to occur.”
– Maria Montessori

By Katya Saab