8–20 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Starts to communicate urination, bowel movement.
Observe whether the child: starts to communicate urination, bowel movement.
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
Shows occasional bodily cues (e.g., pausing, facial changes, squirming) that an adult may interpret, but cues are inconsistent and not clearly directed at a caregiver. May sometimes react after being wet/soiled.
What you might see
Continues playing/feeding without any change before eliminating, then shows no reaction to a wet/soiled nappy.
Does not touch the nappy area or seek an adult after being wet/soiled; only becomes unsettled for unrelated reasons.
When asked (e.g., "wet?"), shows no change in behaviour or attention that suggests understanding.
Pauses, squats, goes still, or pulls a face shortly before eliminating, but does not look toward an adult.
Becomes fussy shortly after eliminating and settles after a change, without clearly indicating why.
Touches or tugs at the nappy sometimes after being wet/soiled.
Expected
On track
Communicates around toileting sometimes (before, during, or just after) using gesture, sound, facial expression, or bringing attention to the nappy. Adult support is still needed to interpret and act in time.
What you might see
Looks at a caregiver, makes a specific sound, or points to the nappy area around the time of eliminating.
Brings a nappy/wipes, leads an adult toward the changing area, or pats the nappy after being wet/soiled.
Shows a repeatable cue (same face/sound/gesture) that caregivers recognise more than half the time.
Exceeding
Going further
Communicates need to wee/poo more consistently and directs the signal to a caregiver (e.g., goes to adult, points, uses a familiar word/sign). Can pause an activity to seek help when needed.
What you might see
Goes to a caregiver and signals (pointing, signing, saying a familiar word) before or during weeing/pooing.
Stops play to seek an adult when they feel the urge, rather than continuing until after an accident in the nappy.
Responds to a prompt ("Do you need changing?") with a clear confirming signal (nod, vocalisation, patting nappy).
Uses the same cue across contexts (home, car, relative's house) so unfamiliar adults can understand.
Signals earlier over time (before rather than after) and waits briefly while the adult prepares.
Moves toward potty/toilet area with the adult as part of the routine after signalling.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During nappy changes, pause and ask "wet or poo?" and notice whether your child gives a consistent signal (look, sound, patting nappy).
When your child is playing, watch for a repeatable "I need to go" pattern (squatting, pausing, facial change) and whether they seek you out.
After meals or drinks, notice whether your child indicates discomfort/urge and tries to get your attention rather than only fussing afterward.
During a transition (getting into buggy/car seat), observe whether your child communicates a wet/soiled nappy before you mention it.
If you use a simple word/sign (e.g., "wee", "poo"), notice whether your child begins to copy it at the right moment.
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (2012) (DM2012), Physical Development: Health and self-care (8-20m).
This construct captures early self-care communication as a precursor to later toileting independence.
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
Shows no clear signals before or after weeing/pooing and does not attempt to draw an adult's attention to a wet/soiled nappy. Eliminates without noticeable communication beyond general fussiness.
Continues playing/feeding without any change before eliminating, then shows no reaction to a wet/soiled nappy.
Does not touch the nappy area or seek an adult after being wet/soiled; only becomes unsettled for unrelated reasons.
When asked (e.g., "wet?"), shows no change in behaviour or attention that suggests understanding.
Emerging
Shows occasional bodily cues (e.g., pausing, facial changes, squirming) that an adult may interpret, but cues are inconsistent and not clearly directed at a caregiver. May sometimes react after being wet/soiled.
Pauses, squats, goes still, or pulls a face shortly before eliminating, but does not look toward an adult.
Becomes fussy shortly after eliminating and settles after a change, without clearly indicating why.
Touches or tugs at the nappy sometimes after being wet/soiled.
Developing
Communicates around toileting sometimes (before, during, or just after) using gesture, sound, facial expression, or bringing attention to the nappy. Adult support is still needed to interpret and act in time.
Looks at a caregiver, makes a specific sound, or points to the nappy area around the time of eliminating.
Brings a nappy/wipes, leads an adult toward the changing area, or pats the nappy after being wet/soiled.
Shows a repeatable cue (same face/sound/gesture) that caregivers recognise more than half the time.
Secure
Communicates need to wee/poo more consistently and directs the signal to a caregiver (e.g., goes to adult, points, uses a familiar word/sign). Can pause an activity to seek help when needed.
Goes to a caregiver and signals (pointing, signing, saying a familiar word) before or during weeing/pooing.
Stops play to seek an adult when they feel the urge, rather than continuing until after an accident in the nappy.
Responds to a prompt ("Do you need changing?") with a clear confirming signal (nod, vocalisation, patting nappy).
Reflexive
Initiates a simple routine around toileting communication (e.g., alerts early, goes to potty area with adult, uses consistent word/sign) and adapts signals across settings and caregivers.
Uses the same cue across contexts (home, car, relative's house) so unfamiliar adults can understand.
Signals earlier over time (before rather than after) and waits briefly while the adult prepares.
Moves toward potty/toilet area with the adult as part of the routine after signalling.
