Toilet Training Readiness Checklist:

Judy Benz Duncan, Occupational Therapist

All children develop, grow, and are ready for learning new skills at different rates. The toilet training readiness checklist will help you determine where your child may be when it comes to being ready to begin, advance, develop their toileting skills.

Use the toileting training readiness checklist to see where your child may be on the “readiness spectrum.” The more items that you can check off, the more likely it is that your child is ready to begin or advance toilet training. In areas that you find your child is having difficulty, you can focus on working on specific activities, tasks, and exercises, to help promote the development and readiness for those areas. 

As a very general rule, most children do not develop control over their bowel and bladder until they are nursery school age. Most children begin to show signs they are ready to begin toilet training when they are between 18 and 24 months old, though some may not be ready until later than that. By the time they are 3 years of age, your child may be able to use the toilet during the day with few accidents, but still need help with wiping and managing their clothes.

Toilet training does not happen overnight! Time, practice, and good support will make the transition easier and less frustrating for all.

Print & Use the Checklist for Easier Access

The toileting training readiness checklist is separated into general areas of readiness to give you better insight into which areas your child may need increased focus on. Remember all children are different and develop at their individual pace – encourage, promote, practice, and praise all accomplishments and efforts!

Body Function Readiness:  

☐ My child is able to “hold it” for a second if asked

☐ My child is able to stay dry for at least an hour

☐ My child’s diaper or pull-up is often dry after a nap

☐ My child is aware of being wet or soiled

☐ My child is aware of their need to go – they may squat, grunt, hide, get red in the face

☐ My child’s bowel movements are fairly solid and formed

☐ My child does not have bowel movements through the night

☐ My child tends to have regular bowel movements during the day

☐ My child is not constipated or does not have hard to pass bowel movements

Emotional Growth / Development and Readiness:

☐ My child is showing an interest in using the toilet

☐ My child shows an interest in helping and doing for them self

☐ My child is usually eager to please, and enjoys praise

☐ My child has expressed the desire to use the toilet like other kids’ do

☐ My child wants to be a “big kid” and be like mommy and daddy

☐ My child wants to wear regular “big kid” underwear

☐ My child is starting to understand about going to the toilet but still has accidents

Sensory Processing Readiness:

☐ My child does not appear fearful or anxious just sitting on the toilet or child-size potty-chair

☐ My child does not want to be watched when they use the toilet (which is fine!)

☐ My child talks about or seems afraid of the toilet (what’s down that hole?) or of the noises associated with flushing the toilet

☐ My child has difficulty with the “smell” in the bathroom

☐ My child will not try to wipe themselves to avoid getting “messy”

☐ My child complains of the toilet back being too cold, the seat too hard, and so on

☐ My child cannot stand to be wet or soiled at all and need to get their clothes changed immediately (works well if wearing regular underwear as they get the sensation of being wet right away as opposed to the delay when wearing a pull-up which soaks up the liquid)

☐ My child sits on the toilet longer if they have a fidget toy or something else to focus on

☐ My child will only use certain toilets

☐ My child will have an “accident” rather than use a toilet away from home

Motor Skill Readiness:

☐ My child can sit with or without support

☐ My child can walk with or without help, or be able to transfer from a chair to another surface

☐ My child attempts to squat during playtime without losing their balance

☐ My child is able to help getting dressed or undressed

☐ My child helps or is able to push down their pants, underwear, or pull-ups

☐ My child is able to push off their pants or pull-ups all the way in case they need to change

☐ My child can open doors independently, turning a door knob, or pushing a lever handle

☐ My child can manipulate and play with small toys successfully, either one-handed or with both hands

Cognitive and Speech - Language Readiness:

☐ My child understands and responds to simple directions

☐ My child is able to indicate their needs by using words, signs, gestures, or other means

☐ My child responds better to “It’s time to go to the potty,” rather than “Do you have to use the bathroom?”

☐ My child has a basic understanding of words related to toileting (wet/dry, pee, poo, potty)

☐ My child shows an interest in listening to / reading books about using the bathroom

☐ My child has a name, sign or gesture for their bathroom needs

☐ My child tells me when they have hand “an accident” in their clothing

☐ My child engages in pretend play

☐ My child can sit and play quietly for about 5 minutes (as a general rule of thumb, 5-minutes of sitting on the toilet is plenty of time; longer times may become like punishment to a child)

☐ My child is aware of when they need to go to the bathroom

☐ My child is aware of what a toilet is used for

☐ My child can make their way to where the toilet is

☐ My child tells me when they feel the need to urinate or have a bowel movement

☐ My child is aware of the names for their different body parts

☐ My child shows the ability to remember (and use) basic words, signs, gestures, that you commonly use for toileting training

☐ My child is beginning to understand the whole process from feeling a need to go, to pulling down clothing, to sitting on the toilet, to wiping, to washing hands – try to instill the whole concept into toileting – not just sitting on the toilet and waiting to go.

Toilet Training Equipment and Aides:

☐ I have a potty-chair, or toilet seat insert for my child to use (inserts make the “hole” smaller and less scary)

☐ I have a step-stool for my child to use to use the toilet with its attached seat

☐ I have a special seat with arm rests or back support (if needed) for my child

☐ I have a box or stool that my child can place their feet on while sitting on the toilet

☐ I have toilet training aids that I would like to use (hit the target, tinkle-tunes, pee-guard, etc)

☐ I have it set up so my child can reach the toilet paper, sink for hand-washing, towels

☐ I am dressing my child in clothing that is easy to get off (and back on too)

☐ I am keeping track of usual times my child goes to the bathroom so I can pre-plan times for bathroom trips and practice – get on the child’s schedule as best as you can

☐ I have a simple reward chart at the ready to begin tracking accomplishments – start with even the smallest gain and work from there – you can start with a child’s effort and then as they gain skill and confidence, you can chart all the success they are making; this is optional – some like this, others choose not to use

The Toilet Training 101 Series will continue, addressing many of the common problems many parents face in helping their child reach independence with toileting.

Ideas, suggestions, activities, and exercise will be provided for the main areas noted in the Toilet Training Readiness Checklist.

Please share and like!

Thanks for your support of TheraPlay4Kids.com