[ad#ad-2]Explain to your toddler that going potty is a normal process of life and everyone does it, even animals. Talk with them about the toilet, a special place where they can potty just like the big kids.

Tell him how the potty works and let him try flushing himself. Explain that they will be wearing underwear and not diapers.  Find some educational and entertaining videos of their favorite characters learning to go potty. Be sure to involve other family members in the process and emphasize the importance of consistency during this process.
Make a special trip to the store and purchase new underwear with your toddler.  Let them have a voice in what you get. The underwear will have much more significance if your toddler helped choose them.

Overalls, pants with lots of buttons, snaps or zips, tight or restrictive clothing and oversized shirts will all be an obstacle to your child during this process. Put these kinds of clothes away for the time being.

Decide whether or not you’re going to use pull-ups, training pants or regular underwear and try to stick with this decision so your child has consistency and isn’t confused. Think about whether or not you want to use rewards or not. Figure out a strategy on how to handle potty issues when you’re away from home.

If your child is in child care, ask your provider for their advice and make sure there aren’t any hard and fast rules the center or caregiver has in place that may be an issue. Let them know that you’re going to start and enlist their help with the process.

Praise your child for each successful trip to the potty, and comfort them when accidents happen and try to remain patient and calm when they do. Avoid using candy or other treats as reinforcement.

Let them know that it will take a while to get the hang of using the potty, and encourage and praise each attempt they make.  With consistency, encouragement and praise, they’ll soon be completely trained.

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[ad#ad-4]Beginning at 2 years old, these kids can already pick up correct use of verbs, nouns, pronouns, prepositions and all the other language bits by ear and speaking them right out.

Some characteristics of 2-year olds

Per previous studies, two-year-olds have been found to have more than 50 words in their vocabulary.  They communicate mostly by saying two and three word phrases that enable them to participate in adult-like conversations.

Most of these words are nouns (for objects and people) greetings, and other key words such as “more” and “now”. They can answer simple questions, too.

Children of this age are more than eager to hone their language skills by imitating and copying adults and older children. Later, they are able to manage and make five-word phrases confidently.

They are captivated by animated adults reading illustrated books. These books teach new words that they seldom hear. A book about the zoo introducing the animals brings in new words for their vocabulary.

These children are quick to identify pictures in books, helping them in their language development, even interacting with storytellers. They chat to themselves during play which actually is a good way to practice their talking skills.

At this age, these children are aware of others around them. They use their names and they are beginning to understand the concept of the pronouns “he” and ‘she.”

They are able to manage themselves: taking a bath, getting dressed, eating and playing. They are also able to identify at least 6 parts of their bodies that include the hands, legs, nose, and mouth.

These children can follow simple two-step instructions. (“Please pick up the ball and put it in the box.”) They are not yet ready to ask questions, but they can understand easy questions asked of them, like “Where is mommy?” This is because their receptive language skills (understanding of words and language) develop faster than their expressive skills or oral abilities in words and language.

They know how to use their own names, in effect identifying themselves from the others. This is the beginning of awareness of his or her own personality, an important milestone for any developing child.

They can sing parts or whole of nursery rhymes, enjoying the music, and the interest to sing along with it. This is also an opportunity of practicing use of more words.

At this stage, the child can communicate variations of the word “no” and other negative phrases. This is a powerful and useful skill for him. The child is also able to understand the idea of past actions and the use of the past tense,

Also, they are able to pronounce the sounds of the letters B, P, M, G, N, K, H, W, D, and T.

Some characteristics of a 3-year old

3-year olds understand most aspects of the language and start to figure out the grammatical rules and add them to their speech.

Sometimes, what sounds like nonsense words are word experiments for them, like calling a fountain “crash water”, a picturesque name. They know how words sound and how sentences are put together and begin to mix new word combinations on their own.

They understand well how meanings change in a language even before they can speak: that of changing the word order and adding prefixes and suffixes in the words.

By the time they turn three, children are most likely to be very good talkers. They can carry a conversation well, know how to adjust their tones and speech patterns and to the vocabulary of their speaking mate. (They use simpler words with another child their own age, but can be more verbal with adults.)

As parents, understanding children – the little ones specifically – can be a most pleasant exercise one can have. Even including the tantrums when all the trouble was you cannot understand them sometimes.

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Since the brain is organizing during the first years of life and since human beings evolved responding to three-dimensional stimuli, I wondered if exposing toddlers to lots of colorful two-dimensional stimulation could be harmful to brain development. This was sheer speculation, since I knew of no researchers pursuing the question.

Today, Cornell University researchers are reporting what appears to be a statistically significant relationship between autism rates and television watching by children under the age of 3.

The researchers studied autism incidence in California, Oregon, Pennsylvania, and Washington state. They found that as cable television became common in California and Pennsylvania beginning around 1980, childhood autism rose more in the counties that had cable than in the counties that did not. They further found that in all the Western states, the more time toddlers spent in front of the television, the more likely they were to exhibit symptoms of autism disorders.

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The Cornell study represents a potential bombshell in the autism debate. “We are not saying we have found the cause of autism, we’re saying we have found a critical piece of evidence,” Cornell researcher Michael Waldman told me. Because autism rates are increasing broadly across the country and across income and ethnic groups, it seems logical that the trigger is something to which children are broadly exposed.

Vaccines were a leading suspect, but numerous studies have failed to show any definitive link between autism and vaccines, while the autism rise has continued since worrisome compounds in vaccines were banned. What if the malefactor is not a chemical?

Studies suggest that American children now watch about four hours of television daily. Before 1980—the first kids-oriented channel, Nickelodeon, dates to 1979—the figure is believed to have been much lower.

The Cornell study is by Waldman, a professor in the school’s Johnson Graduate School of Management, Sean Nicholson, an associate professor in the school’s department of policy analysis, and research assistant Nodir Adilov. “Several years ago I began wondering if it was a coincidence that the rise in autism rates and the explosion of television viewing began about the same time,” Waldman said. “I asked around and found that medical researchers were not working on this, so accepted that I should research it myself.

” The Cornell study looks at county-by-county growth in cable television access and autism rates in California and Pennsylvania from 1972 to 1989. The researchers find an overall rise in both cable-TV access and autism, but autism diagnoses rose more rapidly in counties where a high percentage of households received cable than in counties with a low percentage of cable-TV homes.

Waldman and Nicholson employ statistical controls to factor out the possibility that the two patterns were simply unrelated events happening simultaneously. (For instance, petroleum use also rose during the period but is unrelated to autism.) Waldman and Nicholson conclude that “roughly 17 percent of the growth in autism in California and Pennsylvania during the 1970s and 1980s was due to the growth in cable television.”

But the fact that rising household access to cable television seems to associate with rising autism does not reveal anything about how viewing hours might link to the disorder. The Cornell team searched for some independent measure of increased television viewing.

In recent years, leading behavioral economists such as Caroline Hoxby and Steven Levitt* have used weather or geography to test assumptions about behavior. Bureau of Labor Statistics studies have found that when it rains or snows, television viewing by young children rises. So Waldman studied precipitation records for California, Oregon, and Washington state, which, because of climate and geography, experience big swings in precipitation levels both year-by-year and county-by-county.

He found what appears to be a dramatic relationship between television viewing and autism onset. In counties or years when rain and snow were unusually high, and hence it is assumed children spent a lot of time watching television, autism rates shot up; in places or years of low precipitation, autism rates were low. Waldman and Nicholson conclude that “just under 40 percent of autism diagnoses in the three states studied is the result of television watching.”

Thus the study has two separate findings: that having cable television in the home increased autism rates in California and Pennsylvania somewhat, and that more hours of actually watching television increased autism in California, Oregon, and Washington by a lot.

Research has shown that autistic children exhibit abnormal activity in the visual-processing areas of their brains, and these areas are actively developing in the first three years of life. Whether excessive viewing of brightly colored two-dimensional screen images can cause visual-processing abnormalities is unknown. The Cornell study makes no attempt to propose how television might trigger autism; it only seeks to demonstrate a relationship. But Waldman notes that large amounts of money are being spent to search for a cause of autism that is genetic or toxin-based and believes researchers should now turn to scrutinizing a television link.

There are many possible objections to the Cornell study. One is that time indoors, not television, may be the autism trigger. Generally, indoor air quality is much lower than outdoor air quality: Recently the Environmental Protection Agency warned, “Risks to health may be greater due to exposure to air pollution indoors than outdoors.” Perhaps if rain and snow cause young children to spend more time indoors, added exposure to indoor air pollution harms them. It may be that families with children at risk for autism disorders are for some reason more likely to move to areas that get lots of rain and snow or to move to areas with high cable-television usage. Some other factor may explain what only appears to be a television-autism relationship.

Everyone complains about television in a general way. But if it turns out television has specific harmful medical effects—in addition to these new findings about autism, some studies have linked television viewing by children younger than 3 to the onset of attention-deficit hyperactivity disorder—parents may urgently need to know to keep toddlers away from the TV. Television networks and manufacturers of televisions may need to reassess how their products are marketed to the young. Legal liability may come into play. And we live in a society in which bright images on screens are becoming ever more ubiquitous: television, video games, DVD video players, computers, cell phones. If screen images cause harm to brain development in the young, the proliferation of these TV-like devices may bode ill for the future. The aggressive marketing of Teletubbies, Baby Einstein videos, and similar products intended to encourage television watching by toddlers may turn out to have been a nightmarish mistake.

If television viewing by toddlers is a factor in autism, the parents of afflicted children should not reproach themselves, as there was no warning of this risk. Now there is: The American Academy of Pediatrics currently recommends against any TV for children under the age of 2. Waldman thinks that until more is known about what triggers autism, families with children under the age of 3 should get them away from the television and keep them away.

Researchers might also turn new attention to study of the Amish. Autism is rare in Amish society, and the standing assumption has been that this is because most Amish refuse to vaccinate children. The Amish also do not watch television.

(source : http://www.slate.com/id/2151538)

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Most children show signs of readiness to begin using the toilet as toddlers, usually between 18 months and 3 years of age.

If you child have These signs:

• staying dry for at least 2 hours at a time
• having regular bowel movements
• being able to follow simple instructions
• being uncomfortable with dirty diapers and wanting them to be changed,
• asking to use the potty chair, or asking to wear regular underwear,etc.

So, it means you can try toilet training for you child.[ad#ad-4]

You can also be able to tell when your child is about to urinate or have a bowel movement by his facial expressions, posture or by what he says. If your child has begun to tell you about having a dirty diaper you should praise him for telling you and encourage him to tell you in advance next time.

The following tips to toilet training for your child :

1. Allow your child to be present when you go to the bathroom and make your child feel comfortable in the bathroom. Allow your child to see urine and bowel movements in the toilet. Let your child play with flushing the toilet.
2. You should choose a potty chair once your child has shown that he is ready to begin toilet training. You can have him decorate it with stickers and sit on it with his clothes on to watch TV, etc. to help him get used to it. Whenever your child shows signs of needing to urinate or have a bowel movement you should ask him if he wants to use the potty or take him to the chair and explain to him what you want him to do.
3. Tell your child that the potty chair is his or her own chair. Allow your child to sit fully clothed on the potty chair, as if it were a regular chair. Allow your child to leave the potty chair at any time. Do not force your child to spend time sitting on the chair.
4. Only keep him seated for a few minutes at a time, don’t insist and prepared to delay training if he shows resistance. Until he is going in the potty, you can try to empty his dirty diapers into his potty chair to help demonstrate what you want him to do.
5. Things to avoid when toilet training your child are beginning during a stressful time or period of change in the family (moving, new baby, etc.), pushing your child too fast, and punishing mistakes (treat accidents and mistakes lightly). Be sure to go at your child‘s pace and show strong encouragement and praise when he is successful.

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