Parental Knowledge and Practices Related to Toilet Training Readiness among Toddlers Aged 1–3 Years

Abstract

Toilet training is a crucial developmental milestone for toddlers, yet many parents lack adequate knowledge and preparedness to support this process effectively. This study aimed to analyze the relationship between parental knowledge and toilet training readiness among toddlers aged 1–3 years. This research used a quantitative observational design with a cross-sectional approach. The population consisted of 140 parents of toddlers, from which 35 respondents were selected using simple random sampling. Data were collected through structured questionnaires assessing parental knowledge and children’s readiness indicators. Chi-square analysis at α = 0.05 was used to evaluate the association between variables. The results showed that 22 respondents (62.9%) had low knowledge levels, and 24 toddlers (68.6%) were categorized as not yet ready for toilet training. Statistical analysis revealed a significant relationship between parental knowledge and toilet training readiness (p = 0.001). The study concludes that adequate parental knowledge contributes to better readiness and toilet training outcomes among toddlers.