16–26 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Clearly communicates wet or soiled nappy or pants.
Observe whether the child: clearly communicates wet or soiled nappy or pants.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
The child sometimes indicates wet/soiled status through vague cues (fussing, tugging at nappy, saying ‘uh-oh’) but communication is inconsistent or unclear. Adults still need to interpret signals and may miss them.
What you might see
After a wet nappy, the child continues playing normally and gives no sign; the adult discovers it only during a check.
After soiling, the child becomes mildly fussy but does not point, vocalise, or seek an adult in a way linked to the nappy.
When asked ‘wet?’, the child does not respond with a gesture or word and does not indicate the nappy area.
The child tugs at the front of the nappy after wetting, but does not seek an adult or repeats the signal inconsistently.
The child says ‘uh-oh’ or whines after soiling, but the signal varies and is not clearly tied to the nappy each time.
When the adult asks, the child sometimes pats the nappy area, but often does not.
Expected
On track
The child often communicates wet/soiled nappy or pants using a more consistent gesture, word, or sign (e.g., pointing to nappy, saying ‘wet/poo’), especially with familiar adults and routines. They may still need prompts in busy moments.
What you might see
Soon after wetting/soiling, the child points to the nappy/pants and looks at the adult as if asking for a change.
The child uses a consistent word/sign (e.g., ‘poo’, ‘wet’) after soiling and walks toward the adult.
When asked ‘do you need changing?’, the child responds by patting the nappy area or bringing the adult to the changing spot.
Exceeding
Going further
The child clearly and reliably communicates wet/soiled nappy or pants across contexts (home/out) and caregivers, using consistent words/gestures. They can wait briefly for help and may go toward the changing area when told.
What you might see
The child tells the adult ‘wet’ or ‘poo’ in everyday routines (home/out) and repeats if the adult does not respond immediately.
The child stops playing, approaches the adult, and clearly indicates the nappy/pants (pointing/patting) after soiling.
When the adult says ‘let’s change’, the child cooperates and goes with the adult to the changing area.
The child signals early and then leads the adult toward the bathroom/changing space without being prompted.
The child communicates the need to be changed to a different caregiver (e.g., visitor/relative) using recognisable words/gestures.
The child combines communication with next-step intent (e.g., says ‘poo’ and points to potty/toilet or asks for wipes).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
After your child wakes from a nap, pause and ask ‘wet or poo?’; notice whether they can indicate clearly with a word, pat, or point.
During play, watch for a consistent signal right after a wet/soiled nappy (approaching you, pointing to nappy); does your child make the link clearly?
On an outing, give a simple check-in (‘tell me if you’re wet/poo’); do they still communicate clearly away from home?
Before bath time, ask your child to tell you if they need a change first; do they communicate and then cooperate toward the changing area?
During a nappy change routine, model the words ‘wet’/‘poo’; later in the day, notice whether your child uses the words or gestures independently.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Department for Education (DfE). (2012). Development Matters in the Early Years Foundation Stage (EYFS).
EYFS defines clear communication about wet/soiled nappies as an observable self-care indicator in 16–26 months.
Other sources
Brazelton, T. B. (1962). A child-oriented approach to toilet training. Pediatrics, 29(1), 121–128. doi:10.1542/peds.29.1.121
Clinical guidance on toilet learning emphasises readiness signs and child communication/cooperation, aligning with observable signalling about wet/soiled status.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
The child does not clearly signal when their nappy/pants are wet or soiled; adults mainly notice by smell/feel or by general fussiness. The child may show discomfort but without a consistent communicative cue.
After a wet nappy, the child continues playing normally and gives no sign; the adult discovers it only during a check.
After soiling, the child becomes mildly fussy but does not point, vocalise, or seek an adult in a way linked to the nappy.
When asked ‘wet?’, the child does not respond with a gesture or word and does not indicate the nappy area.
Emerging
The child sometimes indicates wet/soiled status through vague cues (fussing, tugging at nappy, saying ‘uh-oh’) but communication is inconsistent or unclear. Adults still need to interpret signals and may miss them.
The child tugs at the front of the nappy after wetting, but does not seek an adult or repeats the signal inconsistently.
The child says ‘uh-oh’ or whines after soiling, but the signal varies and is not clearly tied to the nappy each time.
When the adult asks, the child sometimes pats the nappy area, but often does not.
Developing
The child often communicates wet/soiled nappy or pants using a more consistent gesture, word, or sign (e.g., pointing to nappy, saying ‘wet/poo’), especially with familiar adults and routines. They may still need prompts in busy moments.
Soon after wetting/soiling, the child points to the nappy/pants and looks at the adult as if asking for a change.
The child uses a consistent word/sign (e.g., ‘poo’, ‘wet’) after soiling and walks toward the adult.
When asked ‘do you need changing?’, the child responds by patting the nappy area or bringing the adult to the changing spot.
Secure
The child clearly and reliably communicates wet/soiled nappy or pants across contexts (home/out) and caregivers, using consistent words/gestures. They can wait briefly for help and may go toward the changing area when told.
The child tells the adult ‘wet’ or ‘poo’ in everyday routines (home/out) and repeats if the adult does not respond immediately.
The child stops playing, approaches the adult, and clearly indicates the nappy/pants (pointing/patting) after soiling.
When the adult says ‘let’s change’, the child cooperates and goes with the adult to the changing area.
Reflexive
The child initiates the hygiene routine around toileting: they communicate early (sometimes before/just after), seek the right place (bathroom/changing area), and may request wipes, clean clothes, or potty/toilet, generalising across settings.
The child signals early and then leads the adult toward the bathroom/changing space without being prompted.
The child communicates the need to be changed to a different caregiver (e.g., visitor/relative) using recognisable words/gestures.
The child combines communication with next-step intent (e.g., says ‘poo’ and points to potty/toilet or asks for wipes).
