CATEGORY F SUPPORTING PROGRAM OPERATIONS CATEGORY

My sample for supporting program operations category is TOILET LEARNING as a

classroom policy related to our program quality.
It fits this category because it demonstrates how we implement effective
strategies to promote the development and learning of infants and toddlers age
birth to 36 months and support the family in their training at home so we are all
on the same page and are working as a team and involving the child in the
process.
I chose it as my best example of my work because after reading the materials and
learning what toilet learning vs toilet training was and writing up an explanation
for the families we all decided to use the readiness approach of let the child
physically be ready and emotionally. We have had several parents over the years
want to toilet train on the child’s turning 2 years old. We have had many children
regress and act out behaviorally when attempting to introduce the toilet at school
or when the parent wants them in underwear all day. It is difficult to discuss with
the parents at our center as we do NOT discuss this type of learning in front or
near the child. It puts too much importance and pressure on it for them and we
support their physical development (sphincter muscle control) and READINESS of
the child in their own developmental process. Most of the time it’s the desire to
imitate the other children in the class and use the toilet and toilet paper and the
process of flushing. It is a whole experience for them. The steps we use for toilet
learning needed to be verbalized in writing to let the families know what we are
doing for the child at school and how we will support the learning , but also need
to consider sanitation and the child’s comfort level both physically ( soiled clothes
and the discomfort) and emotionally.
I learned about implementing a policy for our classroom and program so we are
all on the same page and supporting the child and the families at our center and
at home. Communication with the family is one of the most important things we
need to do in our care for their child. This policy helped families understand the
practices of our classroom and helped create a plan for the child and I will use the
information I learned to implement other policies to create communication and
an open door approach to working with the families and supporting them at
home and at school. It takes a village and we are it for them!
My work sample shows my knowledge of business and/or regulatory aspects of
my infant toddler program that affect quality by following WI State Licensing rules
that “no routine attempts may be made to toilet train a child under 18 months.”
and my centers policy of toilet learning center wide. Also, we are in a partnership
with our families and support them in the care of their child.

SUPPORTING PROGRAM OPERATIONS SAMPLE

RABBIT ROOM TOILET LEARNING POLICY

We at Woods Hollow know and understand many of our families have concerns about toilet
learning issues. The following guidelines have been established to clarify the basic procedures
for toilet learning in our classrooms.
Children all learn on an individual basis and each child will have a different experience with
their toilet learning. Some children’s physical development allows them to toilet train in a
shorter period of time while others may take longer.
It is important to have patience so that your child can take control of their own toilet learning
experience. Based on experiences we have had in the Rabbit Room, we have found that
children who are pushed too early generally take longer to succeed. Children who are allowed
to take control to choose when they are ready physically and psychologically can have more
positive experiences and require less adult intervention and guidance.
Rabbit Room will support toilet learning success in several ways:
1 Diapering/toileting routines are built into the day so each child’s diaper is checked or changed
at least every 2 hours and children who are toilet training will be offered the toilet at these
times and at transitions outside of the room.
2. Children’s bathrooms are open and allow for easy access and independent use with child size
toilets. We also share the bathroom and this allows and encourages modeling and questions
about the toileting process for the child.
The toilet learning process involves the families and the WHCC staff so that each child will have
a pleasant and consistent learning experience.
GUIDELINES FOR TOILET LEARNING IN THE RABBIT ROOM:
A. Staff will begin toilet learning steps with children when the child shows signs of
readiness and interest including:
1. The child asks to use the toilet or when asked says “yes”
2. The child imitates another child and wanting to see the toilet or sit on it
3. The child can stay dry in a diaper for 2 hours or more at a time
4. The child’s bowel movements become more regular and predictable
B. Staff and parents together may consider a child wearing underwear to the Center
when the child demonstrates some of the following:
1. The child’s diaper remains dry through nap ( some children where underwear
during play time and then use diaper for nap)
2. The child knows when they are wet or have a bowel movement
3. The child can express to the staff that they need a diaper change
At times a child may regress at toilet learning and this is a natural component of the toilet
learning process. A diaper will be used on child if there is 2 or more accidents in a short period
of time for the remainder of the day.
Staff will assist the children in changing the soiled or wet clothing to ensure proper sanitation.
Self-help skills in changing their own clothes is part of this learning process and we will assist if
needed.
Any questions please ask us and let us help you with the specifics of your child’s readiness and
progress in toilet learning.
Joyce and Marci