16–26 monthsManaging SelfPersonal, Social and Emotional Development: Self-confidence and self-awareness
Shows awareness of what a potty or toilet is used for.
Observe whether the child: shows awareness of what a potty or toilet is used for.
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
Recognises the potty/toilet as a special place but understanding is partial (points to it, talks about it, imitates adults) and may not connect it to their own toileting. May sit briefly as part of a routine without clear purpose.
What you might see
Ignores the potty/toilet when it is mentioned and does not look toward it.
Cries or stiffens when placed on the potty/toilet and tries to get down immediately.
Uses the potty/toilet as a toy container/seat with no connection to toileting language or routine.
Points to the potty/toilet or follows an adult into the bathroom with interest.
Sits on the potty/toilet for a few seconds when asked but stands up quickly and moves on.
Flushes or pulls toilet paper as imitation without linking it to wee/poo.
Expected
On track
Shows an emerging link between potty/toilet and 'wee/poo' in familiar routines, with adult support. Can participate in simple steps (sit, flush, wash hands) when prompted.
What you might see
When asked 'potty/toilet?', moves toward it and sits with support for a short time.
Says/gestures 'wee'/'poo' when seeing the potty/toilet or during nappy changes.
After using potty/toilet (even if no output), participates in washing hands with adult help.
Exceeding
Going further
Clearly associates the potty/toilet with toileting and cooperates with regular opportunities, showing understanding before/after. Can follow the routine with minimal prompting (sit, wipe with help, flush, wash hands).
What you might see
Before or after an urge, points to or says 'toilet/potty' and accepts going with an adult.
Stays seated long enough to attempt (e.g., 30–60 seconds) and then flushes with interest.
Shows routine knowledge by going to the sink after toileting without being told.
Brings a doll/teddy to the potty/toilet and says it needs a 'wee/poo'.
Requests the potty/toilet at predictable times (after waking/before bath) without being prompted.
Reminds an adult of steps (points to soap/towel) after toileting.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
During a calm moment (not rushed), walk past the bathroom and ask: 'What is the potty/toilet for?' Notice whether your child points, labels, or acts it out.
Before bath time, offer: 'Potty/toilet first, then bath.' Notice whether your child understands the sequence and cooperates with sitting briefly.
After a wet/soiled nappy/pants change, point to the potty/toilet and say: 'Wee/poo goes in here.' Notice whether your child looks, points, or repeats the words.
Use a doll/teddy at play time: 'Teddy needs a wee.' Notice whether your child moves the toy toward the potty/toilet area or imitates the routine.
At story time, read a toileting-themed book and then ask your child to show you where wee/poo goes; observe whether they generalise to the bathroom.
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 captures early conceptual understanding of toileting purpose and routines.
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
Does not connect the potty/toilet with wees/poos and treats it as an unrelated object or avoids it. Does not understand why adults suggest using it.
Ignores the potty/toilet when it is mentioned and does not look toward it.
Cries or stiffens when placed on the potty/toilet and tries to get down immediately.
Uses the potty/toilet as a toy container/seat with no connection to toileting language or routine.
Emerging
Recognises the potty/toilet as a special place but understanding is partial (points to it, talks about it, imitates adults) and may not connect it to their own toileting. May sit briefly as part of a routine without clear purpose.
Points to the potty/toilet or follows an adult into the bathroom with interest.
Sits on the potty/toilet for a few seconds when asked but stands up quickly and moves on.
Flushes or pulls toilet paper as imitation without linking it to wee/poo.
Developing
Shows an emerging link between potty/toilet and 'wee/poo' in familiar routines, with adult support. Can participate in simple steps (sit, flush, wash hands) when prompted.
When asked 'potty/toilet?', moves toward it and sits with support for a short time.
Says/gestures 'wee'/'poo' when seeing the potty/toilet or during nappy changes.
After using potty/toilet (even if no output), participates in washing hands with adult help.
Secure
Clearly associates the potty/toilet with toileting and cooperates with regular opportunities, showing understanding before/after. Can follow the routine with minimal prompting (sit, wipe with help, flush, wash hands).
Before or after an urge, points to or says 'toilet/potty' and accepts going with an adult.
Stays seated long enough to attempt (e.g., 30–60 seconds) and then flushes with interest.
Shows routine knowledge by going to the sink after toileting without being told.
Reflexive
Initiates or requests the potty/toilet across settings and applies the understanding in play (e.g., dolls/teddies 'go to the toilet'). Talks about the purpose and reminds adults about routine steps.
Brings a doll/teddy to the potty/toilet and says it needs a 'wee/poo'.
Requests the potty/toilet at predictable times (after waking/before bath) without being prompted.
Reminds an adult of steps (points to soap/towel) after toileting.
