16–26 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Shows some awareness of bladder and bowel urges.
Observe whether the child: shows some awareness of bladder and bowel urges.
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
Sometimes shows a brief physical cue (pause, squat, hide, touch nappy) or reacts after the event, but cues are inconsistent and not clearly communicative. May accept adult-led toileting only after the urge has passed.
What you might see
Wets/soils without any pause, facial change, or body cue; continues playing until an adult notices.
Does not respond when asked 'do you need a wee/poo?' and does not move toward the potty/toilet.
Shows no reaction to being wet/soiled (no pointing, pulling at nappy/pants, or seeking a change).
Briefly squats, goes still, or hides just before pooing, but does not alert an adult.
Pulls at nappy/pants or says 'uh-oh' only after being wet/soiled.
Becomes unsettled during the urge (fidgeting, holding crotch) but cannot yet time it with toileting.
Expected
On track
Often shows a recognisable cue before or during the urge and can be supported to go to the potty/toilet in familiar routines. May use a word, sign, or gesture to indicate 'wee/poo' with adult prompting.
What you might see
Pauses play and looks for an adult when the urge comes, especially at familiar times (after meals/bath).
Uses a consistent cue such as saying 'wee'/'poo', signing, or bringing an adult a nappy/pants.
Sits on potty/toilet when guided and stays seated briefly (e.g., 10–30 seconds) even if nothing happens.
Exceeding
Going further
Regularly signals an urge in time for an adult to respond and can pause play to go with support. Communicates quickly if wet/soiled and is beginning to hold briefly during transitions when reminded.
What you might see
Tells or signals an adult before going (e.g., 'wee') and walks with them to the potty/toilet.
Stops an activity mid-way and waits while an adult prepares toileting (pulls pants down with help).
After an accident, immediately seeks help (brings pants, points to wet spot) rather than ignoring it.
Independently goes to the potty/toilet area at a predictable time (e.g., on waking) and signals the need.
Before leaving the house, accepts a toileting check or requests to go without being prompted.
Reminds an adult about the routine (points to toilet, fetches step/stool) when the urge is felt.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a nappy/pants change, pause and ask: 'Did you do a wee or a poo?' Notice whether your child points, names it, or shows a cue.
Before bath time, say: 'Let’s try the potty/toilet first.' Notice whether your child pauses, fidgets, or signals an urge when you suggest it.
On a transition (shoes on to go out), watch for signs like going still, squatting, hiding, or holding their crotch—do they seek you out?
After meals or drinks, offer a calm toileting opportunity and notice whether your child shows recognition that their body needs to go.
At outdoor play, notice whether your child stops and looks for you when the urge comes, rather than continuing to play through it.
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), Physical Development: Health and self-care (16–26 months).
The construct is framework-native and reflects typical progression toward toileting awareness and self-care.
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 noticeable cue before or during wees/poos, and does not connect body sensations with toileting. Usually carries on playing until an adult notices they are wet/soiled.
Wets/soils without any pause, facial change, or body cue; continues playing until an adult notices.
Does not respond when asked 'do you need a wee/poo?' and does not move toward the potty/toilet.
Shows no reaction to being wet/soiled (no pointing, pulling at nappy/pants, or seeking a change).
Emerging
Sometimes shows a brief physical cue (pause, squat, hide, touch nappy) or reacts after the event, but cues are inconsistent and not clearly communicative. May accept adult-led toileting only after the urge has passed.
Briefly squats, goes still, or hides just before pooing, but does not alert an adult.
Pulls at nappy/pants or says 'uh-oh' only after being wet/soiled.
Becomes unsettled during the urge (fidgeting, holding crotch) but cannot yet time it with toileting.
Developing
Often shows a recognisable cue before or during the urge and can be supported to go to the potty/toilet in familiar routines. May use a word, sign, or gesture to indicate 'wee/poo' with adult prompting.
Pauses play and looks for an adult when the urge comes, especially at familiar times (after meals/bath).
Uses a consistent cue such as saying 'wee'/'poo', signing, or bringing an adult a nappy/pants.
Sits on potty/toilet when guided and stays seated briefly (e.g., 10–30 seconds) even if nothing happens.
Secure
Regularly signals an urge in time for an adult to respond and can pause play to go with support. Communicates quickly if wet/soiled and is beginning to hold briefly during transitions when reminded.
Tells or signals an adult before going (e.g., 'wee') and walks with them to the potty/toilet.
Stops an activity mid-way and waits while an adult prepares toileting (pulls pants down with help).
After an accident, immediately seeks help (brings pants, points to wet spot) rather than ignoring it.
Reflexive
Initiates toileting around predictable times across more than one setting (home/nursery) and uses consistent words/gestures to signal early. Anticipates the need (e.g., before going out) and follows the routine with minimal prompting.
Independently goes to the potty/toilet area at a predictable time (e.g., on waking) and signals the need.
Before leaving the house, accepts a toileting check or requests to go without being prompted.
Reminds an adult about the routine (points to toilet, fetches step/stool) when the urge is felt.
