Potty Training Readiness
Potty Training Readiness: Is My Toddler Ready to Say Goodbye to the Diaper?
An International Perspective
In line with ICCC’s philosophy of supporting each child’s individual developmental pace, recent updated guidance in England emphasizes a child-led approach to potty training. These recommendations highlight that toilet training should not be rushed or tied to a specific age, but instead guided by readiness, independence, and emotional maturity.
A strong focus is also placed on consistency between home and educational settings, as well as on building children’s confidence and self-care skills through supportive adult guidance.
ICCC’s teacher Ms Irina Radeva, Little Ladybirds teacher, explains how we approach potty training and what we recommend parents in our toddler group.
For families who wish to explore this perspective further, you can read more here:
The Potty Training Guide – Starting Reception
https://startingreception.co.uk/potty-training-guide/
One of the Most Common Questions
“How do we know when our toddler is ready to stop using diapers?”
This is such an important question, and the answer is reassuring: potty training is not a race, and it’s not tied to a specific age. Readiness is about development, maturity, and a child’s growing ability to care for themselves.
But just as important as readiness is something else—the partnership between parents and teachers. When adults work together with a shared approach, the process becomes easier, quicker, and much smoother for the child.
Is There a “Right” Age for Potty Training?
There is no universal age that works for every child. Children develop at their own pace, and that is exactly how it should be. Some toddlers may show readiness earlier, while others need more time—and both are perfectly normal.
That said, many child development experts, including ICCC, generally recommend removing the diaper when the child is between 2 and 3 years old, as this is when many children naturally begin to develop the physical awareness, communication skills, and independence needed for successful potty training.
Instead of watching the calendar, we encourage families to observe their child and stay in close communication with their teachers. When both sides share observations and align expectations, children receive clear, consistent support.
Signs That Your Toddler May Be Ready
Potty training readiness usually appears through a combination of behaviors and skills, such as:
Your toddler asks to use the potty or shows curiosity about it
They seem happy, proud, or excited after using the potty
They begin to understand their body signals and may tell you when they need to go
They are willing to participate in dressing—pulling pants down and up
They help during diaper changes, lifting legs or cooperating
You are able to change them while standing, encouraging active participation
Another strong sign is when your child has many dry diapers throughout the day—not because of constant reminders, but because they independently go to the potty on time. When this happens, success is often very close.
Sharing these observations between home and kindergarten helps everyone decide the right moment to move forward together.
Potty Training and Growing Independence
Potty training is part of a bigger picture. It develops alongside other self-care skills such as dressing, washing hands, eating independently, and following daily routines.
We encourage families to challenge children in loving ways—to let them try, practice, and sometimes struggle a little. These moments build confidence and help children feel capable and proud.
When this approach is consistent both at home and in kindergarten, children feel secure and understand what is expected of them.
The Power of Parent–Teacher Teamwork
This step is most successful when parents and teachers work as a team.
Children thrive when:
Expectations are the same in both environments
Language and routines are consistent
Adults communicate openly and support each other
At ICCC, we believe in making this transition easy, quick, and smooth by guiding families every step of the way. When we move together—with the same goals and approach—children adapt faster and with much less stress.
When You Decide to Remove the Diaper
Once the decision is made to transition out of diapers, consistency is key.
This means:
No going back and forth between diapers and underwear
Keeping routines predictable
Supporting the child calmly and confidently
When home and kindergarten stay aligned, children feel safe—and that sense of security is what allows them to succeed.
Accidents Are Part of Learning
Accidents are normal and expected. They are not failures—they are learning opportunities.
When accidents happen:
Speak calmly and with empathy
Acknowledge that being wet is uncomfortable
Let your child know that playtime goes on pause until they change
Allow this natural consequence to guide learning
Encourage your child to change independently, with minimal help
When both parents and teachers respond in the same way, children learn faster and feel supported rather than confused.
A Supportive Journey
Potty training is a developmental milestone that requires patience, encouragement, and strong teamwork.
With:
Clear readiness signs
Consistent routines
Positive communication
A shared approach between home and kindergarten
…this transition becomes a positive and empowering experience.
At ICCC, we are proud to partner with families—making the process easy, quick, and smooth, while helping every child grow in confidence, independence, and self-care skills 
Snezhana Daneva is a Director at ICCC since September 2010. She gained experience in teaching, marketing and client relations, as well as cultural diplomacy and regional project management after a diverse career at the British Council in Bulgaria and in the UK. She worked as a volunteer in not-for-profit organizations related to child birth and child care.
Snezhana has MA in Education Management and MA in English and American Studies from Sofia University, and Management Certificate and Diploma from Open University, UK. Her recent Education Management degree thesis focused on children’s social-emotional development in the early years, comparing government standards and practice in Bulgaria and in the United Kingdom.
