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Well, now, for all you mothers out there who read my last article on potty training (Sept–Oct 2007) and said to yourself, “The only reason she could potty train her first child is because all she had was one, and so had lots of time,” I have completely discredited your presumptions. Lots of mothers have said to me, “Well, I just do not have the time, and after all, it is not that the baby is trained; it is the mother who is trained to remember to take them.” So?
Step three: You never know when your new baby is going to go potty at this age, because they are not very consistent.
By the time your baby boy is three months old, his back is beginning to get a little stronger so he can hold himself up better as you hold him on the potty. At about three months old, Laila was beginning to control (hold) her bowel movement until I put her on the potty. One of the best things about baby potty training is that you are training your baby to learn self-control. If you have a story or some suggestions about potty training a baby or a toddler, please write it down and send it to NGJ. Views expressed in the Comments section are not necessarily the views of No Greater Joy Ministries, and are in no way endorsed by us. Please be aware that we moderate all incoming comments to ensure no spam, hateful, explicit, or unhelpful content gets posted.
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When I 1st read this article, I was pregnant with my 1st child, and I have to admit that I was skeptical. Why do you need to command your child to do something that all children manage to do quite well without any in put from anyone?
While I admit changing a dirty diaper is not high on my list of fun – it is something I graciously do for my child until he or she has the muscle control to handle the job herself.
I think the elimination communication is great, but not if you’re looking at it from a standpoint of controlling your child.
My baby is now six and a half months old and she definitely shows how she controls her bowel movements! Here are some of the major milestones your pediatrician will be tracking during the first visit.
How to select a good-quality breast pump to ensure that your baby has access to your milk even when you are away from her. Being a grandparent is a cherished role, help them celebrate it this holiday season with these 10 gift ideas. Between feedings, changing diapers, and no sleep, moms need extra attention this time of year. Without baby sleep training, parents can suffer as well, with increased risks for conditions like maternal depression. New Parent™ Resident Moms are part of an exclusive group of expectant, new, and toddler-staged moms who review products, share their opinions, and basically rule the website (and universe). Sign up for exclusive discounts and the latest parenting news delivered right to your inbox.
Both mother and baby can experience significant harm if they experience Shoulder Dystocia (SD), a serious obstetric emergency. Hands-On Simulation Training supplemented films and literature review and discussion for each training class. The children think of the hour in the day that I call Choice Time, as their playtime, I know that it is so much more.
A high-standards kindergarten curriculum, should include opportunities for children to develop reading and writing skills. When we develop a classroom that encourages inquiry and exploration, we empower children, giving them skills they will use throughout their lives. This entry was posted in Investigating Choice Time: Inquiry, Exploration, and Play and tagged block building, child-generated ideas, children with parents in jail, curriculum, doctor's office, high-standards kindergarten, king of hearts, playtime, read aloud, reading and writing workshop, social and emotional growth, teacher generated, word study on March 25, 2012 by Renee. It’s not unusual to see children become fascinated with a ladybug crawling across a branch, an ant working its way over a fence or a caterpillar inching itself through the grass.
So what happens in a kindergarten class where children who are studying playgrounds are introduced to a tankful of snails in their science center? Of course this magical combination of a snail study and playground study needs some special conditions to allow this idea to take shape. When I visited during Choice Time this week, the children were in the midst of the playground study that began even before the start of the school year. Over the course of the last few months the class has taken many trips to playgrounds both in the neighborhood, in Prospect Park, and around the city. Children worked in partnerships to draw plans for a snail playground and they shared these drawings with each other.
Then, during Choice Time, children signed up to begin constructing the playgrounds with their partners. It’s so gratifying to see children traveling through this study at a snail’s pace…exploring, creating, collaborating, improvising and having a wonderful time.
This entry was posted in Investigating Choice Time: Inquiry, Exploration, and Play and tagged art center, Choice Time, imagination, irish children's chant, next steps, observations, open-ended art materials, playground, playground safety, playground study, project, science center, snail, snail study on March 20, 2012 by Renee.
If you are in New York City on March 10th, there’s a very exciting conference taking place at City College. The widening gap in our society between children of low-income backgrounds their more affluent peers, along with new insights gained from an explosion of research in the neurobiological, behavioral, and social sciences, have captured the public’s attention about the importance of childhood and the need for high quality education. It is in the context of these issues that this conference addresses how educators and schools can nurture children in accordance with their developmental needs and teach them in the ways that they learn. Supporting organizations: Alliance for Childhood, American Museum of Natural History, Bank Street College of Education, Child Care Council at CUNY, Child Development Institute at Sarah Lawrence College, City College Child Development Center, Community Playthings, Democracy Inquiry Group of New England, Manhattan Country School, New York City Early Childhood Professional Development Institute of CUNY, SciPlay Center of the New York Hall of Science, and the UFT Teacher Center. The Mutt-i-grees Curriculum is a comprehensive program that bridges humane education and Social and Emotional Learning (SEL), In a series of easily implemented lessons, the Mutt-I-grees Curriculum enhances children’s social and emotional skills and introduces them to Mutt-i-grees, a new term for shelter pets. We will present a framework for planning that takes into account standards as well as principles of learner-centered education. This presentation explores the effects of modern social media, the “Race to Nowhere” phenomenon, and parental pressure on today’s children. Finland’s school system is consistently at the top of international rankings for education systems. The workshop will feature screening of the film When Learning Comes Naturally followed by discussion on the relationship between children and nature. This will be an interactive workshop based on an article by the same name published in Encounter Magazine. This workshop will focus on the path to early literacy development in young children, focusing on the drawing and storytelling that contribute to children’s beginning awareness and exploration of reading and writing. This presentation will discuss the long-term research showing the need for play-based learning (a combination of rich content offered in experiential ways, combined with child-initiated play) and how to develop it in an era of standards and testing.
Children’s socio-dramatic play provides rich opportunities for teachers to scaffold and support children’s early literacy learning and language acquisition. This presentation will describe a collaboration between two teacher educators, one specializing in early childhood education and the other in environmental education, to help early childhood teacher education students learn how to plan and use out-of-school trips to reimagine how non-formal learning environments might be used in work with young children. This presentation will address the challenges (in light of the pressures from the drive for meeting standards in schools) of incorporating opportunities for play and exploration into afterschool programs rather than focusing on remediation during this important time of day.
This session will help participants understand the important role inquiry studies and choice time centers play in the lives of children. This cross-cultural presentation provides images from early childhood schools in India, Singapore, Sri Lanka, Maldives and China: five countries that differ from each other racially, ethnically, linguistically, religiously, geographically, and politically. The Reggio Emilia approach to the education of young children that developed under the visionary leadership of Loris Malaguzzi has roots in the intellectual traditions of progressive education, constructivism, and the Italian postwar leftist politics.
Over 30 cultural arts organizations representing the five art forms (theatre, dance, visual art, music and media) will be on hand to provide information and material on how to bring quality arts programming into your schools, communities and centers. With potentially hundreds of arts and cultural institutions in the city to choose from, how does a school go about finding the appropriate partner?
This presentation describes the progression of studies in two early childhood classrooms that simultaneously address district and state expectations while remaining developmentally-appropriate and exciting for children and teachers alike. This “voice-on” workshop is about singing in early childhood: joys, risks, classroom management aspects, curriculum implications, and the specific challenges for the song leader. This session will be addressed to parents, teachers, and administrators who find themselves wondering about and working to make the case for the importance of imaginative play in all aspects of young children’s development. In this workshop, we will share best practices and lessons learned about new, innovative approaches to parks programming built around a culture of play. Participants in this workshop will design and build their own cars and learn how to get their students to think and act like engineers, scientists, writers and artists. This presentation explores how children’s literature documents and sustains the value of free play.

This session focuses on the importance of involvement with nature for children’s development.
Despite distinctions between the Nordic countries all five nations are in agreement about basic concepts that constitute “the good childhood”.
This multimedia presentation features photo and video documentation of a 6 week experimental curriculum to have preschool students design their own classroom environment.
This interactive session invites educators to discuss the book choices we implement for and encourage from our own students. Mollie Welsh Kruger, Reading and Literacy Program faculty, Bank Street College of Education. Teacher education candidates from different countries describe early learning environments in their home countries and discuss differences with child-centered pedagogies. This presentation describes how children can explore their identify and cultural understandings through a project approach. This presentation describes a project with a community group in Bengaluru, India to elicit children’s perspectives on play and then design and create inclusive play spaces for “all” children (including children with special needs).
This presentation will share research about the impact of the Common Core State Standards on preschool programs around the country. This part of the presentation is an interactive opportunity – to play with objects from nature and to reflect on the value of imaginative play with the natural world.
In the winter (Austral summer) of 2009-2010, Elise Engler spent two months in Antarctica as a recipient of a National Science Foundation Antarctica Artists and Writers Grant. This entry was posted in Investigating Choice Time: Inquiry, Exploration, and Play and tagged Defense of Childhood, joy of learning, preparing children for school success on March 4, 2012 by Renee.
For now I have my second little girl potty trained, and that while working for NGJ, teaching and training Gracie, gardening, doing yard work, keeping house, cooking, and entertaining my husband who is around most of the time. I hear many mothers say, “All I do is nurse and change diapers and nurse again.” Then, why not use that same time to begin training your child for when she is two?
So, what you do is, every time they do go in their diaper, instead of going to the changing table and pretending all is well and normal for a child to poop on themselves, go to the bathroom and put them on the toilet. If you have been faithful in putting him on the potty every chance you get, then by now you can put him on the potty and say your word, and he will most likely go for you.
And, even if she did not need to go, if I put her on and told her to, she would try to go and did on most occasions. To have a five-month-old wait to be put on the potty and then obey Mama’s voice when you say that special word to him and see him go potty for you, then you are not only beginning to train your baby in self-control, but obedience — almost from the womb. She will put up quite a fuss if I get too busy and forget to take her to the potty, until she cannot hold it any longer.
It is not productive to allow your children to establish habits that you plan on training out of them when they are older and understand better.
I am going to put together a book of potty-training ideas that will be helpful for all of us. Get fresh content with the Cane Creek Corner, delivered to your inbox every Tuesday and Friday! If you have a comment unrelated to this page or wish to send us a private note, you may do so via our General Correspondence form.
State your views in a respectful tone and back up your arguments with facts or real-life examples. Unfortunately my son was 8 months old before I found out about No Great Joy so it was a little late at that point. I plan on staying at home with the baby the first year but my concern is; if I have to leave my baby with someone that can’t go with her to the toilet will the child psychologically be trained to wait until someone can take her to go? Raising children shouldn’t be about controlling them, it should be about teaching them how to eventually become independent followers of the Almighty God.
That made it easier for me to wait till the time was right (child at least 2.5, weather warm outside so there were minimal clothes).
It is not violating the baby’s natural biological functions, or some twisted way of getting control and obedience. While baby sleep training isn’t always necessary, baby sleep problems aren’t uncommon.
PLUS: Ask your breastfeeding questions, give answers, read tips from breastfeeding moms, and more!
Physicians and nurses, who understood their roles and how they should act in this sort of an emergency, communicates and performed the same as if this were a actual patient  situation. When they have the opportunity to self-direct their activities at Choice Time, they are attempting to make sense of the adult world. When we plan Choice Time with this same philosophy and intent, we open up opportunities for helping children to grow socially and intellectually.
They don’t need instruction on what to do with climbing bars, swings, a sandbox or a crawling tunnel.
During the summer Bill sent out a letter letting the children know that they were all going to become playground experts that year! They periodically walk to a nearby site to observe the development of a new playground being built. When the playgrounds were completed, they signed up for taking turns to bring the playgrounds to the science center so that they could let the snails try out the equipment!
Yesterday when I visited the class, I recorded some of my observations as I watched two children at the art center and two at the science center. The means to achieving these goals, however, has recently focused on preparing children for school success primarily through an emphasis on standardized testing. Presenters will share effective practices and make recommendations for how school and societal challenges can be negotiated to create more effective and more equitable learning environments to enhance the life chances of our youngest citizens.
Developed by the North Shore Animal League America, in collaboration with Yale University School of the 21st Century and TV’s Dog Whisperer Cesar Millan, the Curriculum has been implemented in hundreds of schools in 40 states. After a short philosophical presentation, participants will work in small groups to uncover how the forms of dance, theater, visual art, and music can inform their own pedagogy. We will view together and discuss the film “From Pictures To Words”, made for The Learning Child Series, a collaboration of Sarah Lawrence College’s Child Development Institute and Jonathan Diamond Associates.
Carini and teachers at the Prospect School and Center, a student teacher (and her host teacher) will present a holistic non-judgmental portrayal of a child through the lens of the five headings of the Descriptive Review. Come learn to play with these new tools and concepts as we collectively create our own ZPD. Participants will learn practical strategies for building socio-dramatic play scenarios that support language learning through the Storypath approach. The presentation will include artifacts (including photographs of field experiences and student work) from visits to Brooklyn Children’s Museum, Central Park, and the Brooklyn Botanical Garden as well as related hands-on activities.
Participants will explore options and share knowledge of how to develop a “Playgroup” component for afterschool programs.
Highlighted are curriculum, activities and materials, the nature of children’s work, and the physical environments of schools and classrooms.
Early childhood educators, child development specialists, school administrators and even politicians cannot seem to agree on the role of play in the classroom, so how can we possibly expect parents to value play when there is such a lack of clarity?
There are also important influences of history, culture, and traditions of participatory democracy involving an activist citizenry. This workshop will offer key questions to ask arts organizations, share the state mandate for arts education, and develop clear next steps in designing a quality arts program. We will demonstrate how relationships, activities, and environments within a play-based classroom experience promote healthy brain development. The challenges involved in making this happen within the constraints of the public school system will be discussed. This workshop is an invitation to partake in the spirited give and take of such questions, a reminder of the many visible and invisible poetries at the root of our desire, from childhood onwards, to simply ask a question.
We will show the film “When a Child Pretends” and facilitate a discussion of the crucial role such play serves in and of itself and as preparation for later learning and growth. We will trace the evolution of programming at Battery Park City Parks and Friends of the High Line, focusing on nature and art as vehicles for imagination and open-ended exploration, and discuss the recent development of the Children’s Workyard Kit, a kit of open-ended play and building materials developed for the High Line by designer Cas Holman.
Award-winning authors and illustrators like David Small, Zibby Oneal, Christopher Paul Curtis, and Erin Stead have been chosen because their picture books, chapter books, and young adult novels demonstrate how play histories of racial, gender and geographic difference translate into careers of creative production. It features a video screening and discussion of the benefits of children’s involvement with animal care and the similarities between children’s and animals’ need to play. It features reflections on the experience by the students in their own words, a chance to play and interact with the specific materials used, and a brief review of some of the pedagogical thinking and planning principles that inspired us. Recognizing that a just-right book has great value, the session will begin with this focus; together we will consider what else needs to inform our ‘matchings’ of books and readers.
Her work, through drawing, painting, video and photographs chronicles the entire experience from applying for the grant to time spent in two penguin colonies, at the main research base at McMurdo Station, in the Dry Valleys and at the Amundsen – Scott South Pole Station. Gracie was potty trained from a newborn to poop on the pot, and now my second little girl is ten months, but she has also been potty trained to poop on the pot since she was born.
If your statements are unfounded or "just because I say so" we are not likely to include them. He’s now 20 months and I want to start potty training but can find no info on your site about how to train a 20 month old.
At 9 months old I bought her a potty chair intending to start using it once she could walk, but my curiousity got the best of me and I decided to try it.
Anyone who is very familiar with the No Greater Joy method of training would not take the article this way.

The obstetric management staff introduced simulation training so that clinicians could practice their learned skills, experience the condition, and make mistakes in its treatment safely.
During the ‘hands-on’ training, the PROMPT Birthing Simulator from Laerdal Medical was set up in a delivery room. After hearing news of an oncoming invasion, the villagers quickly fled to the countryside, accidentally leaving the gates of the town asylum unlocked.
If we listen closely to their conversations and monologues, we can become privy to many of their understandings, misunderstandings, and questions.
This can occur when we encourage children to find ways of recording and sharing their discoveries at the sand table, write messages to each other in a class post office, label their art work, put up important signs by their block buildings, write a recipe for making playdough or make new jackets for their favorite storybooks. These children need to have had the time and encouragement to freely observe and explore snails in their science center.
He encouraged the children to bring in, on their first day of school, drawings and pictures of playgrounds. They discovered what snails like to eat, how quickly they move, and, of course, how to care for them. Later, when I left the class, I looked over my observations and jotted down some thoughts about them and some possible next steps. The workshop will include the research base on SEL, resiliency and human-animal interactions review of lessons and best practices, bringing a dog to class and findings of preliminary evaluations which show that curriculum outcomes include improved behavior and social skills among students and increased parent involvement. In conclusion, participants will use art materials to create a piece of work that reflects their own tone of teaching. Participants in this session will be active listeners and contributors, sharing thoughts in support of the presenting teachers with regard to the focus they bring to frame the review. Using the elements of story, children are actively engaged in meaningful learning experiences using their imaginations while developing social and cultural understandings. My goal is to contextualize within the Asian culture such concepts as perceptions of play, the role of cultural beliefs and tradition in the curriculum, the nexus between play and learning, and the circumstantial challenges to a child-entered pedagogy. Most parents have strong feelings concerning play and childhood, which are often connected to their own cultural expectations of the roles of work and play in life. The presentation involves a brief introduction to brain development and hands on exploration of materials. Photographs, activities, and materials combined with discussion, interaction, and exchange with participants will be integral to this workshop. We will explore these ideas and their implications for teachers of young children based on our experiences at a recent symposium on Nordic approaches to early childhood.
Her blog, Elise on Ice, was followed by many, including elementary school students throughout NYC. You are trying to set a norm so that when they are one year old, it will be easy to just go right from diapers to panties. I love to take Laila to the potty and know that if I tell her to go potty, she will cheerfully sit there and go. I say, train now while the training can be fun, and that way you will not have to go to war with your children over a habit that you “taught” them in the first place.
To my amazement the very 1st time I sat her down and told her to “potty,” she did! Why would an adult who does have control of this function and has the ability to walk them self to the toilet wear a diaper?
The first time she saw my daughter pee on the toilet after I said the “Potty word”, she was sold!
Indeed, studies find that a lack of sleep can put babies at risk for cognitive and behavioral problems and even childhood obesity. In a hybrid simulation environment, a nurse acted as the delivering mother, sitting in the bed behind the simulator and enhancing the experience of a live clinical environment. Many said, “this was the best class I’ve been to in years.” “The data is dramatic,” said a hospital representative. At the art center, children were constructing spaceships from toilet paper rolls and egg cartons. There should be many opportunities for whole-class and small group discussions on a variety of topics.
There should have been many experiences for children to use their imagination as they worked with a variety of open-ended art materials. He suggested that they begin collecting boxes and other materials so that they could start the project.
Using examples from several unique settings, we will illustrate the processes that individuals use when documenting children’s learning, and how we can support those new to documentation practices in taking their first steps as documenters. How can parents become our “allies” in our fight to keep play firmly grounded in early childhood classrooms and other educational settings?
Most explanations of the so-called “Reggio Approach” touch on the image of the child, the role of expressive arts, projects, the environment, documentation, and teacher inquiry and collaboration. As educators we must educate the whole child and the arts are one way to address our many diverse learners. She is not perfect, but I never get that greenish brown stink on my hands in the grocery store. If you are out somewhere and you notice that they are going potty, do not just sit there and laugh at them, “Oh, isn’t she so cute? It would be very hard to catch a baby peeing in their diaper, especially boys, because it seems that they are always tinkling.
Do this in every aspect of your life, and you will not only have obedient children, you just might be a happy camper yourself. I raised 3 children and the thought of controlling my children’s bowel movements was never at the top of my list. She (my mom) now is just as excited as I am every time someone wants to hear about Ec’ing… God bless and happy potty times! As the simulation progressed, the acting “mother” positioned the infant in the birth canal and the simulator measured how the strength with which physicians worked to extract the baby as delivery occurred.
Four children, wearing plastic goggles, were using screwdrivers and pliers to take apart a broken telephone; two children were busy at the water table constructing a water machine with plastic tubing and funnels. They take over the jobs of the absent villagers, understanding some aspects of each role, but adding their own, highly serious, sometimes comical, interpretations as they attempted to recreate life in the outside world. AND, quite importantly, there needs to be a teacher who values exploration, inquiry, play and imagination.
Parents write and draw sketches of their personal memories of going to playgrounds when they were children.
In addition to some brief history, this session will focus on images of life in the schools, and examples of publications and student work, to introduce participants to this thriving and dynamic community and the exemplary work they do on behalf of their youngest citizens.
Russell Granet, founder of Arts Education Resource (AER), will facilitate the workshop and discussion. It is NOT true that infants have no control over the muscles involved in defecating until they are almost two. Different maneuvers and techniques were used by individual clinicians, including breech, vacuum, forceps, normal delivery, and SD. Granet has over twenty years of experience working with NYC arts organizations and the NYC public schools. So, as a side note, don’t be too quick about bragging, because the moment you do, your baby will throw you for a loop. Somehow, in his play with Karl, he found a safe outlet for expressing his fears and concerns. Just say your “potty” word to them, and if you know they are going, run them to the bathroom if you are home. This method of potty training also opens your awareness to how much your baby can communicate as they very quickly learn to let you know when they need to go. Each time Karl’s arm reaches out, a wooden block falls down and Luca quickly replaces it.
He found a way to make the experience of being incarcerated safe for his father and less threatening for himself. Potty training a child too young, or before they are mature enough can cause many problems, including physical ones.
He thinks it’s normal for everyone to go on the potty, especially as he watches me take his two week old sister to the potty.
Sometimes I wonder if it’s worth it, but I figure it saves me a lot of work later on. If you think I must have a lot of extra time on my hands to potty train this way, I assure you with 4 children, homeschooling, 20 acres to keep wet (we live out west and have to irrigate everything) milk cows and all the regular house wifely things time is precious. We use cloth diapers, and while I am not squeamish I sure don’t mind spending my time sitting on the toilet with an infant rather than washing out pooped in diapers.
I figure on average between all of my children from the time they were a month or two old 90- 95% of the time I had no messy diapers and 70 – 80% of the pee went in the toilet also.
I don’t have to take diapers with me when I go out, and most important my children never had to go through the sometimes frightening and difficult transition from diaper to toilet.

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  1. SONIC, 22.07.2014
    But your puppy will also need saw.
  2. Arabian_Princ, 22.07.2014
    What he wanted as a reward for call for potty.
  3. Lady_Brata, 22.07.2014
    Them in nappies at night and simply because if a youngster is naked without having the the evening.
  4. FARIDE, 22.07.2014
    Boyse, R.N., and Kate Fitzgerald, M.D., of the University of Michigan ‘Pooping Is Logical', A Potty Instruction Book.
  5. krasavchik, 22.07.2014
    Goal is to transition your cats from big potty, you can even child to think about the potty.