Practitioners must consider the individual needs, interests, and development of each child in their care, and must use this information to plan a challenging and enjoyable experience for each child in all areas of learning and development. Practitioners working with the youngest children are expected to ensure a strong foundation for children’s development in the three prime areas.
In planning and guiding what children learn, practitioners must reflect on the different rates at which children are developing and adjust their practice appropriately
1.16 – re Key Person
..The key person must seek to engage and support parents and/or carers in guiding their child’s development at home. They should also help families engage with more specialist support if appropriate.
The EYFS is statutory. It would be developmentally normal for children aged 3 and 4 in nursery class to still be developing in bladder & bowel control. It would be unfathomable to ask parents to come in to do a language intervention / speak for their child / console a child who was upset / and therefore the same should be applied to toileting.
Being an early years practitioner means being part of a caring profession, at the core of which is caring for and about babies and young children from birth to 5 and beyond. This involves having feelings of concern, responsibility and love for children, and also engaging in nurturing behaviours — being watchful, protective and acting with care, affection and regard for children and their rights to ethical treatment. This concept of care requires that all early years professionals give careful attention to what they do, and do what is in the best interests of each child.
ERIC have produced a brilliant toolkit available here .
The Provider must offer priority to vulnerable children, including those who are looked after children.
The Provider must ensure positive attitudes to diversity and difference so that:
Providers must have regard to the Equalities Act 2010, the welfare requirements of the Early Years Foundation Stage, and the Special Educational Needs and Disability code of practice: 0 to 25 years (January 2015) as they apply to children with toileting needs.
As with all developmental milestones in the Early Years Foundation Stage (EYFS), there is wide variation in the time at which children master the skills involved in being fully toilet trained. For a variety of reasons children in the EYFS may: