Information as a crucial factor for toilet training by parents

Abstract

Background: Toilet training (TT) is a milestone in a child's development. Nowadays children complete TT later than previous generations. This can have detrimental consequences for the child, the parents and the environment. TT is experienced as difficult and time consuming, parents could benefit from guidelines to assist in this process.Methods: Focus group discussions (FGDs) were used to explore parents' experiences in an inductive approach applying purposive sampling. The FGDs aimed to explore the type of information parents wanted to receive on TT, from whom and how.Results: : After six focus group discussions, including 37 participants with personal experience in toilet training, data saturation was achieved. The findings of this qualitative study show reputable agencies, family, friends, day-care workers and nursery school teachers were considered very helpful and trustworthy sources. TT information should be easy understandable and not containing scientific terms or much text. A colorful and illustrated brochure sent by regular mail is preferred.Conclusion: Our study allows to develop a source of correct and wanted information about TT that parents can and want to use, which helps them completing this training more easily and timely.

Caregiver social support and child toilet training in rural Odisha, India: What types of support facilitate training and how?

“…While there are very few studies on the types of social support parents desire with toilet training, this study adds to emerging evidence that instrumental support may prove critical. In the one qualitative study by Van Aggelpoel et al ( 2019 ), Belgian parents were asked about the kinds of informational support they seek with toilet training. But parents also described the importance of receiving tangible, instrumental help from others, including grandparents and teachers.…”

“…But parents also described the importance of receiving tangible, instrumental help from others, including grandparents and teachers. As one parent explained, “Everyone has to join in” (Van Aggelpoel et al, 2019 ). This growing evidence‐base for the stress‐support matching hypothesis highlights the importance of understanding which types of social support caregivers desire for a given childcare practice in order to design effective programming.…”

“…Parents described how "having time" was a major factor in their decision to start training, that the process required establishing "new daily routines" with their child, and feeling social pressure from an "unspoken rule" that their child should be fully trained by a certain age (Jansson et al, 2008). Another qualitative study among Belgian parents and childcare workers identified similar themes: Toilet training was viewed as timeconsuming and parents felt anxious about training their child in time for primary school (Van Aggelpoel et al, 2019). Parents also described the different forms of support they received; grandparents and teachers helped with the training process (i.e., instrumental support) and doctors were asked for trusted guidance (i.e.…”

Comparison of The Personal Characteristics of Young Adults and Their Mothers with Toilet Training Experience and Toilet Habits

“…Toilet training is affected by physiological, psychological, and sociocultural factors. 2,3 Culture is an important factor affecting the time and method of toilet training. 4 In many cultures, parents regard the achievement of independent toileting as a significant accomplishment and a step toward self-sufficiency.…”

“…4 On the other hand, it has been reported that toilet training, which is started late, causes such problems as constipation and urinary retention. 3 In addition, cognitive development, especially speaking ability, is important to start education because; the child must say that the toilet is coming. 5 Toilet training is an important stage and a milestone in the development of the child.…”