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Here are some of the resources and ideas we use to support families through the developmental step which is toilet training. We typically suggest that a child is ready for toilet training if you change them and they are dry regularly, this indicates that they have some control over their bladder. They may also be showing an interest in the toilet or indicating that they have used their nappy.

ERIC - The Children's Bowel and Bladder Charity have some excellent resources and ideas to support you and your child as you begin toilet training https://eric.org.uk/potty-training

Interesting fact: Children would be toilet trained age 12-18 months a century ago. Why are children developing this skill later today? It is because children typically wear disposable nappies and they are just a bit too good at keeping children dry. Why is this important? Children need to learn what being wet feels like so that their body can learn to respond to the cue and learn how to control their bladder muscles. Nappies actually take this stimulus away, so this is why we need to ensure that children feel this cue, this is why wearing proper underwear rather than pull ups is so much better when trying to learn how to go to the toilet. Alternatively to teach your child the ‘cue’ of know when they are wet is to wear underwear inside the nappy. Obviously this has disadvantages of its own but has been shown to be a successful first step with some children.

When you are starting the toilet training journey, take the nappy off during the day and buy lots of cheap pants. Most importantly, don't go back to nappies - at all during the day. It can take anywhere from 2 days to a month+ to successfully use the toilet independently. It is going to get messy, it may be frustrating, but going backwards and forwards between nappies and underwear is confusing and makes the process take longer than it needs to.

We also recommend getting a pair of cheap croc type shoes which can be worn without socks and can be quickly cleaned by running under the tap. If you are worried about accidents in the car, you can buy disposable bed pads to protect the car seat.

In nursery school we also use the NHS Northumbria App - 'Poo goes home to Pooland' - It is free to download and makes the story of going to the toilet funny and entertaining!

Other ideas we suggest are having a basket of books by the toilet and going to the toilet together so that children learn that it is an entirely natural process and we avoid using language such as yucky or disgusting. There are several great books to read together about going to the toilet including Potty Superhero: Get Ready for Big Boy Pants! by Mabel Forsyth; Once Upon a Potty (boy and girl version available) by Alona Frankel; Everyone Poops by Taro Gomi and The Potty Book for Her and Him by Alyssa Satin Capucilli (Author), Dorothy Stott (Illustrator).

Also the language we use is important. For example we wouldn't say "Shall we try for a wee on the potty?" We would say "Lets use the potty/toilet".

If you ever need any help or advice please just speak to your child's key person. Also don't ever worry about your child having lots of accidents in nursery, this is completely normal for any child learning how to use the toilet independently. We are an experienced team and will help any way that we can.

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Using a potty is a new skill for your child to learn. It's best to take it slowly and go at your child's pace. Being patient with them will help them get it right, even if you sometimes feel frustrated.

Children are able to control their bladder and bowels when they're physically ready and when they want to be dry and clean. Every child is different, so it's best not to compare your child with others.

Bear in mind that most children can control their bowels before their bladder.

by age 1, most babies have stopped doing poos at night

by age 2, some children will be dry during the day, but this is still quite early

by age 3, 9 out of 10 children are dry most days - even then, all children have the odd accident, especially when they're excited, upset or absorbed in something else

by age 4, most children are reliably dry during the day

It usually takes a little longer for children to learn to stay dry throughout the night.

Although most learn this between the ages of 3 and 5, up to 1 in 5 children aged 5 sometimes wet the bed.

When to start potty training

Remember, you cannot force your child to use a potty. If they're not ready, you will not be able to make them use it. In time, they will want to use one - most children will not want to go to school in nappies any more than you would want them to.

You may want to introduce sitting on the potty as part of your child's normal day when they're around 18 months to 2 years. Some people choose to start earlier.

Try potty training when there are no great disruptions or changes to your child's or your family's routine. It's important to stay consistent, so you do not confuse your child.

Some people find it easier to start in the summer, when there are fewer clothes to take off and washed clothes dry more quickly.

If you go out, take the potty with you, so your child understands that you'd like them to wee or poo in the potty every time they need to go. Check that any other people who look after your child can help with potty training in the same way as you.

You can try to work out when your child is ready. There are a number of signs that your child is starting to develop bladder control:

they know when they've got a wet or dirty nappy

they get to know when they're peeing and may tell you they're doing it

the gap between wetting is at least an hour (if it's less, potty training may fail, and at the very least will be extremely hard work for you)

they show they need to pee by fidgeting or going somewhere quiet or hidden

they know when they need to pee and may say so in advance

Potty training is usually fastest if your child is at the last stage before you start the training. If you start earlier, be prepared for a lot of accidents as your child learns.

They also need to be able to sit on the potty and get up from it when they're done, and follow your instructions.

Getting ready for potty training

Using a potty will be new to your child, so get them used to the idea gradually.

Talk about your child's nappy changes as you do them, so they understand wee and poo and what a wet nappy means. If you always change their nappy in the bathroom when you're at home, they will learn that's the place where people go to the loo. Helping you flush the toilet and wash their hands is also a good idea.

Leave a potty where your child can see it and explain what it's for. Children learn by watching and copying. If you've got an older child, your younger child may see them using it, which will be a great help. It helps to let your child see you using the toilet and explain what you're doing. Using your child's toys to show what the potty is for can also help.

You could see if your child is happy to sit on the potty for a moment, just to get used to it, when you're changing their nappy, especially when you're getting them dressed for the day or ready for bed at night.

How to start potty training

Keep the potty in the bathroom. If that's upstairs, keep another potty downstairs so your child can reach the potty easily wherever they are. The idea is to make sitting on the potty part of everyday life for your child.

Encourage your child to sit on the potty after meals, because digesting food often leads to an urge to do a poo. Having a book to look at or toys to play with can help your child sit still on the potty.

If your child regularly does a poo at the same time each day, leave their nappy off and suggest that they go in the potty. If your child is even the slightest bit upset by the idea, just put the nappy back on and leave it a few more weeks before trying again.

Encouraging them to use the potty to wee will help build their confidence for when they are ready to use it to poo.

As soon as you see that your child knows when they're going to pee, encourage them to use their potty. If your child slips up, just mop it up and wait for next time. It takes a while for them to get the hang of it.

If you do not make a fuss when they have an accident, they will not feel anxious and worried, and are more likely to be successful the next time. Put them in clothes that are easy to change and avoid tights and clothes with zips or lots of buttons.

Your child will be delighted when they succeed. A little praise from you will help a lot. It can be quite tricky to get the balance right between giving praise and making a big deal out of it. Do not give sweets as a reward, but you could try using a sticker chart.

Potty training pants and pull-ups

Disposable or washable potty training pants (also called pull-ups) can be handy when you start potty training and can give children confidence when it's time to swap nappies for "grown-up" pants. They do not soak up wee as well as disposable nappies, so your child will find it easier to tell when they are wet.

Training pants should be a step towards normal pants, rather than a replacement for nappies. Encourage your child to keep their training pants dry by using the potty.

If your child is not ready to stop wearing nappies and it's hard for them to know when they've done a wee, you can put a piece of folded kitchen paper inside their nappy. It will stay wet and should help your child learn that weeing makes you feel wet.

Night-time potty training

Focus on getting your child potty trained during the day before you start leaving their nappy off at night.

If your child's nappy is dry or only slightly damp when your child wakes for a few mornings in a row, they may be ready for night-time potty training.

Ask your child to use the potty last thing before they go to bed and make sure it's close by, so they can use it if they need to wee in the night. There are bound to be a few accidents, so a waterproof sheet to protect your child's mattress is a good idea.

Just like daytime potty training, it's important to praise your child for success. If things are not going well, stick with nappies at night for a while longer and try again in a few weeks' time.

Using the toilet instead of the potty

Some children start using the toilet instead of the potty earlier than others.

A child's trainer seat that clips onto the toilet can help make your child feel safer and more confident on the toilet. A step for your child to rest their feet on gets your child in a good position for doing a poo.

If you have a boy, encourage them to sit down to pee. If they also need a poo, sitting down will encourage them to go.

Potty training with a disabled child

Some children with a long-term illness or disability find it more difficult to learn to use a potty or toilet. This can be challenging for them and for you, but it's important not to avoid potty training for too long.

The charity Contact has more information on potty training for children living with a disability.

Visit the Contact website for further support and ways of getting in touch with other parents with a disabled child.

More information and support

You can contact ERIC, The Children's Bowel and Bladder Charity, for information on potty training.

You can call the ERIC helpline on 0808 801 0343 (Monday to Thursday, 10am to 2pm) or you can email the ERIC helpline via a webform.

You can also talk to your GP or health visitor to get some guidance. They may refer you to a clinic for expert help.

Community content from HealthUnlocked

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Learn the signs that your child may be ready to start potty training, and how to teach your child to use a potty.

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Many people, of all ages, find toilets unpleasant and sometimes worrying. It is particularly common in children and can impact on their bowel and bladder control and function.

It is important to recognise toilet anxiety or toilet phobia in children and the effect it can have on them, so that they can be supported to overcome their fear. This can avoid further problems developing and focuses on the underlying cause.

What is anxiety?

Anxiety is the emotional response to an unfamiliar or alarming situation, and is linked with physical changes in the body. It is a normal response which can help us learn and adapt - you may have heard it described as 'flight or fight'.

It can sometimes be fun and exciting, such as in stories like 'Going on a Bear Hunt' or whilst watching films, like Star Wars. New situations can often make children anxious, but this feeling usually reduces quickly and they start to feel better.

What is toilet anxiety?

Toilet anxiety, toilet phobia or paruresis may be triggered by an unpleasant experience, such as a noisy or smelly toilet. Children might remember this each time they go - leading to an association of anxiety with going to the toilet. They may also start to hold in wee or poo to avoid using the toilet.

This can lead to constipation as the poo is not let go and this can result in a large uncomfortable poo, causing even more increased anxiety. Memories of an unpleasant or painful poo, following constipation can last for a long time, even if the poo has returned to normal so the anxiety may continue.

Anxiety following an unpleasant experience can be hard to forget and overcome. It can also continue to affect children's confidence and behaviour.

Fear of toilets is often about the unknown, and may be linked to imagined monsters and scary things, snakes in the toilet, and dangerous germs (Toilet cleaners 'kill all known germs' after all!).

Physical effects of anxiety

These may include:

Nausea and stomach ache

Rapid shallow pulse

Rapid shallow breathing (even triggering an asthma attack if children have this).

Headaches

Wee and poo accidents

Faints

Emotional effects of anxiety

These might include:

Panic attacks

Tantrums and meltdowns

Withdrawal

Freezing

Sleep problems and nightmares

Irritability

Clinging

Distress and exhaustion

Denial and resistance to engage with the problem

Possible causes of toilet anxiety

New, unfamiliar toilets

Constipation and/or a painful poo

Soreness and skin inflammation round the anus or round the urine outlet

Different clothes e.g. pants which may be different and feel strange

The sensation of wee and poo coming out and losing part of yourself

Splash back from the toilet

Will it stop?

Feeling that they could fall into the loo

Background factors

Individual personality

Family changes and stress e.g. new baby, moving house

Potty training (this is the first time a child needs to actually engage with their wee or poo)

Starting school and/or nursery
Being denied access to the toilet at school

Being called names or bullied

Inability to cope with new situations

Trauma

Health issues

Developmental conditions e.g. autism (ASD)

Children with concentration difficulties (ADHD,ADD)

Sensory factors

Many children may be upset by too much sensory stimulation including:

Visual - bright lights, reflections, glare

Hearing - echoes, sounds of toilet filling and/or flushing, hand driers

Touch - the feeling of the toilet seat, toilet paper, clothes being down round the legs

Smell - highly perfumed bathroom products and cleaners, the smell of poo

Balance - feeling of unsteadiness especially on a strange or different toilet

Proprioception - understanding where your body is in space and in relation to the toilet

Interoception - understanding and feeling the sensations from inside the body, including sensations from bowel and bladder activity

Responding to sensory factors

Analyse the toilet environment

Reduce the amount and impact of unpleasant sensations

Make the bathroom familiar and friendly, with games music and pictures

Provide distractions and more stimulation for those who need it

Our sensory factsheet has lot more information on supporting children with sensory needs.

How to stop toilet anxiety in children

Accept and recognise the child's anxiety and analyse the factors contributing to this.

Check bowel and bladder function. Many children are constipated too and that will need treatment before progress can be made. See our advice for children with constipation for more information.

Build confidence with other activities and skills e.g. washing hands, putting on socks, being helpful

Break up the task into small, easy steps that can be gradually built on

Use predictable routines

Distraction

Try to make toileting fun

Talk to the child about anxiety

Some things to try

Music and songs

Videos which explain how toilets work

Tactile activities e.g. fiddle toys, putty, play dough

Joke book - laughter is a great way to relax children

Visuals e.g. kaleidoscopes, spinning danglers

Gentle massage, tummy, feet or hands

Sounds e.g. waves, music, bird song

Slow, deep breathing

Thinking about a favourite place or activity

Using rewards

Reward effort as much as success

Keep rewards small and fun

A lucky dip box

Activities and targets for older children

Peace and quiet may be preferred by some children.

Things to avoid

Giving unrealistic targets

Asking too many questions- use "I wonder what..."?

Getting cross - but you can be cross with the wee and poo coming out in the wrong place! Talk about how annoying it is that the wee/poo is misbehaving again, and how you and the child will have to teach it how to behave.

Other things to consider and try

It's always important to consider and assess anxiety

Try to see the situation from the child's perspective

Toilet anxiety may be linked only to toileting activities

Anxiety improves with experience and familiarity

Parents and carers need support too, it is stressful dealing with an upset child

Consider and discuss school toilets

Make sure children get used to other toilets (these can be scored out of 10).

Remember: Anxiety usually improves with experience, support and growing up.

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Toilet anxiety and toilet phobia in children - ERIC

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Why the bathroom is frightening place for some children and how we can help them overcome their fears.

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W elcome to Let's Go Potty: ERIC's campaign to get the best information and advice to everyone involved in the potty training journey.

For many years we have supported thousands of families of children facing continence challenges. A lot of these problems start around the potty training stage, with more children than ever before starting school in nappies.

We're passionate about reversing the trend towards later potty training for the benefit of children's health, independence, family well being and the environment.

What's different about our Go Potty approach?

Our 3 Step Go Potty method is an evidence based approach to getting children out of nappies and independently using the toilet.

The foundation of the method is that children are born ready to learn new skills. Parents should start early so their child can learn as you go along. Most importantly, you don't need to wait until your child stops using nappies to start teaching them the skills they need.

All the resources are free and explain how to prepare your child for potty training and stop using nappies.

The programme has been developed with Rebecca Mottram, Children's Nurse and Potty Training Consultant and Potty Training Advisor for ERIC.

Listen to a podcast recorded by our potty training expert, Rebecca, on why it's important to prepare children for removing nappies and how this can be done from a much younger age than you think.

3 step approach to potty training

Learning how to use the potty independently and stopping wearing nappies is a big milestone for your child. There are lots of new and exciting skills for them to learn with your help. To make this process easier for you both, follow our evidence-based 3 step Go Potty Method.

Step 1: PREPARATION: Spending time preparing your child in advance of taking their nappy away is the best way to help them move on to the next step

Step 2: PRACTICE: Teaching your child how to use a potty and feel comfortable around wee and poo is a great way to introduce the next step.

Step 3: GOODBYE NAPPIES: Thanks to plenty of preparation and practice, your child has gained new skills and confidence. They are now ready for the last step which is to stop wearing nappies.

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Let's Go Potty is a evidence based approach to potty training children created by ERIC, The Children's Bowel and Bladder Charity.

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Following the steps and tips in our Go Potty™ method should avoid many common potty training problems. However, all children are individuals. Some adapt to learning new skills without any problems, whilst others take longer and have some problems along the way. Don't forget that accidents are an important and normal part of the learning process.

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Potty Training Children with Additional Needs

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Potty Training Children with Additional Needs

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Almost all children can learn to be clean and dry. Children with special needs including delayed development and physical disabilities may take a little longer and need more support. However, the process you need to follow is the same.

This can feel like a big challenge, but it's important not to put off potty training for too long. The longer your child wears a nappy, the harder it may be to introduce a new place for them to wee and poo.

There's information and tips on this page to support children with additional needs and sensory issues.

How to potty train your child with additional needs?

We recommend breaking potty training into stages and tailor your approach on their abilities.

Our 3 step Let's Go Potty approach has been developed to suit all children and abilities. This includes children with autism, ADHD, developmental delay, cerebral palsy and Down Syndrome.

Potty training with autism

There is no evidence that suggests autism causes delayed potty training. However, autistic children may be more likely to struggle to learn potty training skills due to sensory problems or learning disabilities.

They may also be more likely to suffer from constipation. If your child is autistic, research suggests that starting learning in infancy and avoiding constipation is the best way to avoid problems in the future. Get more information about supporting autistic children who have constipation.

One of the hardest things for many autistic children to cope with is a sudden change in routine or habit. This is why the more you can do before you stop using nappies the better, to help make this transition as gentle as possible for them.

Our Let's Go Potty approach has been designed to help your child make this transition whatever their needs are.

Potty training and delayed speech

Non-verbal and neurodivergent children can't always communicate their thoughts and feelings. This means you can't rely on their signals to tell you when they're ready to potty train.

You may need to take more responsibility for knowing how often your child goes for a wee or poo and using this to help direct them.

Here's what we recommend doing to help your child learn this skill:

Complete a bladder/bowel assessment chart so you can see how often they are doing a wee or poo. (Make sure any underlying constipation is treated.)

Base your potty or toilet routine based on this information. Take them at set times according to what the chart tells you.

If they wet themselves at another time, take them to the toilet as quickly as possible and try to get them there so some of the wee goes into the toilet. Ignore the wetting and positively reinforce that the wee has gone into the toilet and continue the rest of the toileting routine.

Use verbal and visual clues. Introduce simple books on the subject consistently using the signs, sounds or words that your child can use. Reinforce verbal clues with a visual clue - use photos, drawings, pictures, images and social stories when preparing them to use the potty. Using these images to create visual schedules will make it easy for your child to follow the new routine and make it more predictable.

Using sign language for common toileting words and phrases can also reinforce learning.

Potty training children with Down syndrome

We are delighted to be partnering with Down Syndrome UK and Positive about Down syndrome to share their fantastic #Pants4school Step by Step Programme. Enabling children with Down Syndrome to be toilet ready for school and reach their full potential.

Download the programme today! (opens in new browser).

Tips for children with additional needs

Your child may take longer to learn each stage, so consider your expectations and don't rush the learning.

Focus on one stage at a time. For example, teach them that poo goes down the toilet by flushing it away together.

Be as consistent as possible. The more consistent you are, the easier it will be for your child to learn.

It's important that your child feels relaxed, comfortable and secure about using the toilet or potty. Make sure the space is accessible to your child. An Occupational Therapist (OT) can help with practical adaptations.

Think about your child's sensory needs and how these relate to using the bathroom. Adjusting the sensory input can make a difference for many children to help them to learn toileting skills.

If you start with the toilet you should use a footstool to help your child feel confident and safe. This will also help your child get into the best position for doing wees and poos, with their feet supported and knees above hips.

Help your child learn the physical skills needed by breaking them down into smaller steps and allowing your child to do the last step independently. For example, help them push their trousers down most of the way, then have them push the last bit down themselves. Same when pulling them up again.

Encourage independence as soon as you see it developing, phasing out support once your child shows competence.

Use stories, visual charts, props and games to teach your child what to do and how to do it. Make your own learning aid by taking photos of your bathroom, drawing pictures of the steps, or by searching on the Internet for visual routines. A standard routine could be: 1.Undress 2. Underwear down 3. Sit 4. Do wee/poo, 5. Wipe, 6. Pull up underwear, 7. Pull up trousers/dress, 8. Flush toilet, 9. Wash hands.

Give your child positive encouragement and praise for the efforts they are making, not just the result. This can help to keep them motivated and willing to move to the next step.

FAQs

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Potty training children with additional needs - ERIC

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Information on potty training for children with additional needs and sensory issues including delayed development, ASD and physical disabilities who may take a little longer to become toilet trained.

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The Solihull Approach courses are available to all families living in North Yorkshire until 2024. All you need is a North Yorkshire postcode to benefit. Go to www.inourplace.co.uk and use the code NYFAMILIES to access the courses. There are lots of different courses for parents of children of all ages.

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Preschools Start Here | The Speech and Language Garden

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With rising numbers of children in Early Years who are late to talk or with unclear speech, there's plenty of information and training for EYFS Professionals and Practitioners in this section.

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A summary of the best available evidence on key areas for learning and development.

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Many years ago, I remember observing a child deeply engrossed in playing with a set of small world cows. She was ordering the cows according to their size.

A well-intentioned staff member noticed her play; she was interested and wanted to use this opportunity to engage. She rushed in, looming over ​"Oh, wow, how many cows have you got there?" She was met with a curt, ​"I don't care!" and the child walked off, abandoning her play.

Many of us will have experienced similar situations before, in which we have enthusiastically instigated opportunities to interact with young children, only to be left feeling confused and somewhat demoralised by the child's response.

So, what can we do to make sure that all our attempts to initiate high-quality interactions are successful?

As highlighted in the EEF guidance report Preparing for Literacy: ​"When done well, high quality interactions often look effortless but they are not easy to do well and professional development is likely to be beneficial."

The aim of the ShREC approach is to provide early years professionals with a simple and memorable set of specific evidence informed strategies that can be embedded into everyday practice.

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i remember observing a child deeply engrossed in playing with a set of small world cows. she was ordering the cows according to their size.    a well-intentioned staff member noticed her play; she was interested and wanted to use this opportunity to engage. she rushed in

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how many cows have you got there?” she was met with a curt

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“i don’t care!” and the child walked off

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abandoning her play.   many of us will have experienced similar situations before

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in which we have enthusiastically instigated opportunities to interact with young children

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only to be left feeling confused and somewhat demoralised by the child’s response.    so

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what can we do to make sure that all our attempts to initiate high-quality interactions are successful?   the shrec approach   as highlighted in the eef guidance report preparing for literacy : “when done well

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high quality interactions often look effortless but they are not easy to do well and professional development is likely to be beneficial.”  the aim of the shrec approach is to provide early years professionals with a simple and memorable set of specific evidence informed strategies that can be embedded into everyday practice.  the 'shrec' approach to high quality interactions in the early years  so

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what does shrec describe:    sh are attention  showing genuine interest in what a young child is focused on is a powerful way to establish a connection. it lets them know that you value them and want to spend time with them. by getting down to their level and engaging in their choice of activity

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you can tune in and crucially pay attention to what they look at

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and what they say. sensitively joining in with a child’s play motivates children to communicate with you.  r espond  how we respond to a child once we have established joint engagement is dependent on our knowledge of them as a unique individual. sensitive

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supportive and stimulating responses need to be adaptive and informed by our understanding of the child’s development.  what might an attuned response look like? responding involves noticing how the child communicates and acknowledging these verbal or non-verbal communications warmly. it involves being aware of your body language.  responses can involve making appropriate eye contact

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an attuned response could be narrating their activity

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a relevant comment that describes what the child can see

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feel or articulating the link between their activity and previous learning or experiences.  e xpand  once the ‘back and forth’ rally of engagement is getting underway: the adult and child are sharing attention

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the adult is responsively following the child’s lead.  this is where modelling and scaffolding begins with the adult pitching their language just above the level of the child. for example

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if a child gives a one-word response such as ‘dog’ the adult should expand on what they say by repeating and building on this utterance by adding a few more words. this helps children to use more complex utterances: ‘yes

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it’s a dog. a big/small/friendly/brown dog!’. your knowledge of the child will inform what key word/s may be helpful to model.  c onversation  sustained back and forth conversations that involve many turns are the goal. the beauty and power of conversation is that it offers children an opportunity to practise talking and to receive feedback from an adult. to encourage rich back and forth conversations

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question less.  it is important to note that questions can be useful in helping children to cue turn-taking in conversation. consider how to use questions sparingly so they are most effective. ‘wh’ and open questions are the most useful as they invite children to elaborate. as children’s conversational skills develop

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adults can sensitively challenge children

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shaping the conversation to incorporate more abstract topics that are removed from the here and now.   featured resources   high quality interactions in the early years: the ‘shrec’ approach

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EEF blog: The ShREC approach - 4 evidence-informed strategies to...

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The EEF's Fliss James explains how practitioners can use the 'ShREC' approach to support high quality interactions.

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Seven recommendations to support improving early language and literacy

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'improving mathematics in the early years and key stage 1' reviews the best available evidence to offer five recommendations for developing the maths skills of 3-7-year olds.  recommendations include integrating maths into different activities throughout the day – for example

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at registration and snack time – to familiarise children with maths language and make the most of the school day.  it also highlights that story and picture books can be a powerful tool for engaging children with basic maths concepts

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while board games (such as snakes and ladders) are particularly beneficial to developing understanding of numbers.  based on the best available international research – and drawing on the expertise of teachers and academics – this report is packed with examples and case studies to support practitioners.

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Improving Mathematics in the Early Years and Key Stage 1

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Five recommendations to support practitioners in developing the maths skills of 3-7 year-olds

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Evidence consistently shows that supporting young children's PSED is effective

There is a growing body of evidence to support individual PSED approaches

However, the evidence is most reliable when approaches are applied together.

This theme seeks to foster children's personal, social and emotional development (PSED). These approaches can underpin academic or cognitive Connected to thinking or conscious mental processes dimensions of learning. PSED includes social and emotional learning (SEL) and a child's ability to self-regulate A child's developing ability to regulate their emotions, thoughts and behaviour to enable them to act in positive ways toward a goal. . PSED approaches might seek to improve children's emotional awareness and competence in the way they interact with peers, parents and other adults. PSED approaches also seek to improve children's understanding and awareness of their bodies and their independence in terms of taking care of themselves; as such PSED is closely linked to children's physical development.

There are multiple meta-analyses and systematic reviews Researchers summarise all of the research on a particular topic, which meets pre-defined eligibility criteria, in order to answer a specific research question. This gives an objective overview of the evidence for a particular topic or research question. The methods used must be reproducible and transparent. that demonstrate that PSED interventions We recognise that in early years settings ​'intervention' might refer to activities that aim to enhance children's progress. In the evidence base, intervention is used more broadly to represent the different conditions in the experiment that are being tested. have a positive impact on young children's social competence A set of positive skills necessary to get along with others and function constructively in groups. , emotional competence A set of positive skills necessary for identifying, interpreting and constructively responding to emotions in oneself and others. , self-regulation and learning. Children can benefit in terms of recognising, expressing and regulating emotions as well developing their ability to collaborate, negotiate and solve problems with others. Some PSED approaches may particularly benefit children experiencing disadvantage. The existing evidence suggests that universal PSED interventions We recognise that in early years settings ​'intervention' might refer to activities that aim to enhance children's progress. In the evidence base, intervention is used more broadly to represent the different conditions in the experiment that are being tested. (i.e. delivered to all children in a setting) are effective, while the evidence on targeted interventions We recognise that in early years settings ​'intervention' might refer to activities that aim to enhance children's progress. In the evidence base, intervention is used more broadly to represent the different conditions in the experiment that are being tested. (i.e. delivered only to children experiencing social, emotional or behavioural challenges) is inconclusive (Blewitt et al., 2018; Blewitt et al., 2021; Murano, Sawyer and Lipnevich, 2020). Although there is strong evidence for PSED interventions We recognise that in early years settings ​'intervention' might refer to activities that aim to enhance children's progress. In the evidence base, intervention is used more broadly to represent the different conditions in the experiment that are being tested. in general, individual approaches in this area are not all equally well-evidenced. There is promising evidence for teaching children emotional awareness and relationship management, but promoting self-care is currently under-researched in the field of education.

We would recommend that early years settings use multiple approaches to support children's personal, social and emotional development, for two reasons. Firstly, a significant proportion of the evidence supporting PSED approaches in the early years comes from evaluations of programmes which combine several approaches; when approaches are combined, it is not possible to establish which of the approaches involved leads to improved outcomes for children. Secondly, all the PSED approaches appear to support each other and target similar skills; they are mutually reinforcing.

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Personal Social and Emotional Development

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

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Free books to read and listen to together.

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Free books to read and listen to together.

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A world of award-winning

bedtime stories

Endless stories,

at your fingertips.

Read and listen to award-winning originals, modern classics, funny rhymes and moral fables. And new stories added every week!

Screen or no screen.

Listen, read yourself or follow along with pictures to enjoy bedtime your way.

2 million happy families.

We are used across the world by millions of families.

Here's what they say.

Love from,

Charlene, Simon & Goldie.

We're Charlene & Simon-an award-winning author-illustrator married couple. We started Sooper Books during lockdown for our daughter (and Chief Story Officer), Goldie.

Now, we're supported by a fabulous, Emmy® winning team of creators and we have one simple goal-to help make bedtime as easy as it should be.

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Sooper Books© | Award-winning Free Children's Stories

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A world of award-winning bedtime stories Endless stories, at your fingertips. Read and listen to award-winning originals, modern classics, funny rhymes and moral fables. And new stories added every week! Screen or no screen. Listen, read yourself or follow along with pictures to enjoy bedtime your way. 2 million happy families.

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This information is not intended to overwhelm you and it will not apply to all children, but we wanted to share some ideas of things you can be thinking about ahead of this important transition time.

@Oxfordowl have made this free guide to starting school: https://cdn.oxfordowl.co.uk/2018/06/27/15/30/15/280/Oxford_Owl_Starting_School_Guide_2018.pdf and you can see the rest of their starting school resources here: https://home.oxfordowl.co.uk/at-school/reception-at-primary-school/getting-ready-to-start-school/

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Musical Development Matters in the Early Years

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Musical Development Matters in the Early Years

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The Ages and Stages of Children's Communication Development 0-5 years

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The Ages and Stages of Children's Communication Development 0-5 years

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We learn language by exposure and practice

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We learn language by exposure and practice

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We learn language by exposure and practice.

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Supporting the fundamentals of communication

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Speech and Language Communication Strategies 

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Speech and Language Communication Strategies 

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Speech and Language UK: Changing young lives

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Sometimes sound as if they are stammering or stuttering. They are usually trying to share their ideas before their language skills are ready. This is perfectly normal at this age, just show you are listening and give them plenty of time. It's not helpful to draw attention to their 'stammering' by saying things like 'take your time'.

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When should we be working on correcting speech errors?

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When should we be working on correcting speech errors?

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When should we be working on correcting speech errors

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Resources made by me and shared for free.

Report this resourceto let us know if it violates our terms and conditions.
Our customer service team will review your report and will be in touch.

Resources made by me and shared for free.

Not the right resource?
See other similar resources

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Resources made by me and shared for free. Report this resourceto let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch. Resources made by me and shared for free. Not the right resource? See other similar resources

# data[].attributes.attachment_link.readable_text
Resources made by me and shared for free.

Report this resourceto let us know if it violates our terms and conditions.
Our customer service team will review your report and will be in touch.

Resources made by me and shared for free.

Not the right resource?
See other similar resources

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Count A Coven of Witches: A numeral and quantity matching resource

# data[].attributes.attachment_link.description
Resources made by me and shared for free. Report this resourceto let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch. Resources made by me and shared for free. Not the right resource? See other similar resources

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Physical Activity Guidelines for Children Under the Age of 5 Years.

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Physical Activity Guidelines for Children Under the Age of 5 Years.

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Being physically active every day is important for the healthy growth and development of babies, toddlers and pre-schoolers.
For this age group, activity of any intensity should be encouraged, including light activity and more energetic physical activity.

Babies (under 1 year)

Babies should be encouraged to be active throughout the day, every day, in a variety of ways, including crawling.

If they're not yet crawling, encourage them to be physically active by reaching and grasping, pulling and pushing, moving their head, body and limbs during daily routines, and during supervised floor play.

Try to include at least 30 minutes of tummy time spread throughout the day when they're awake.

Once babies can move around, encourage them to be as active as possible in a safe and supervised play environment.

For more ideas, see how to keep your baby or toddler active.

Toddlers (aged 1 to 2)

Toddlers should be physically active every day for at least 180 minutes (3 hours). The more the better. This should be spread throughout the day, including playing outdoors.

The 180 minutes can include light activity such as standing up, moving around, rolling and playing, as well as more energetic activity like skipping, hopping, running and jumping.

Active play, such as using a climbing frame, riding a bike, playing in water, chasing games and ball games, is the best way for this age group to get moving.

Pre-schoolers (aged 3 to 4)

Pre-schoolers should spend at least 180 minutes (3 hours) a day doing a variety of physical activities spread throughout the day, including active and outdoor play. The more the better.

The 180 minutes should include at least 60 minutes (1 hour) of moderate-to-vigorous intensity physical activity.

Children under 5 should not be inactive for long periods, except when they're asleep. Watching TV, travelling by car, bus or train, or being strapped into a buggy for long periods are not good for a child's health and development.

All children under 5 who are overweight can improve their health by meeting the activity guidelines, even if their weight does not change. To achieve and maintain a healthy weight, they may need to do additional activity and make dietary changes.

Find out what you can do if your child is overweight.

Physical activity ideas for under 5s

All movement counts. The more the better.

tummy time

playing with blocks and other objects

messy play

jumping

walking

dancing

swimming

playground activities

climbing

skipping

active play, like hide and seek

throwing and catching

scooting

riding a bike

outdoor activities

Physical activity guidelines for other age groups:

GOV.UK has more information, plus physical activity infographics for every age group.

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Physical activity guidelines for children (under 5 years)

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Physical activity guidelines for children under 5 years to keep them fit and healthy, including simple ways to build activity into their day.

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NHS Speech Therapy Resource Early Years Pack

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NHS Speech Therapy Resource Early Years Pack

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The Communication Chain and Key Messages

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The Communication Chain and Key Messages

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Supporting Language Development at Home and at Nursery

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Supporting Language Development at Home and at Nursery

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Supporting Language Development - parents

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Transforming Children and Young People's Mental Health

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Transforming Children and Young People's Mental Health

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Brougham Street Nursery School Phonics Toolkit

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Early years

Resources and tools for early language development and parental engagement.

Primary

Deliver outstanding literacy provision at primary school stage.

Secondary

Help students develop the literacy skills they need to succeed at school and in their future lives.

We empower parents and families

Parents - you're not alone! Discover a wealth of practical tips to help your child's literacy journey, fun activities to try together as well as reassuring support and guidance on our Words for Life website. We have plenty of creative ways to nurture your child's reading, speaking, listening and writing development at home.

We collaborate with communities and local areas

We work collaboratively in 20 areas of the UK that face the biggest challenges with literacy and where we can make the most difference. We work alongside teachers and football coaches, to librarians and youth leaders - to create bespoke solutions that support literacy at home, in school and in the community.

We are 30!

This is a significant year for us at the National Literacy Trust as we celebrate our 30th birthday. Over the past three decades, we have been supporting families and children to change their life stories through the power of literacy and we are ready to celebrate!

News

How we are helping get a library into every primary

On Wednesday 8 November, we welcomed over 100 authors, partner organisations, funders, fellow charities, MPs, peers, and supporters, to Portcullis House in Westminster, to celebrate the anniversary of our Libraries for Primaries campaign.

Read more

News

Celebrating the first of 25 amazing Coronation Libraries

On Wednesday 1 November, we celebrated the opening of the first of 25 Coronation primary school libraries, at a special event at Harris Primary Academy Croydon.

Read more

News

Wicked Writers: Be the Change competition will launch in January 2024

Open to all UK schools and launching on 29 January 2024, Wicked Writers: Be the Change asks 9 to 14-year-olds to harness the power of persuasive writing to think about any environmental issue they feel passionately about.

Read more

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National Literacy Trust | UK Literacy Charity

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We are an independent charity working with schools and communities to give children the literacy skills to succeed in life.

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Supporting the mental fitness of our staff team

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Refugee Communication Support Pack | Widgit

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Communication boards and symbol resources designed to help bridge the language barrier between Ukrainian refugees and host nations.

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Supporting people across all ages to improve sleep, and provides sleep training to professionals in the health, social and corporate sectors.

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Big Little Moments No.8 - Saying What They're Doing

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Big Little Moments No.7 - Saying What They See

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Big Little Moments No.6 - Listening and Responding

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Big Little Moments No.2 - Using Loving Words

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Big Little Moments No.1 - Sharing a Story

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Using common objects and toys to support interactions and to model simple language.

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Using common objects and toys to support interactions and to model simple language.