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1. How has your knowledge about Child Development developed through the practical application journals?

The practical application journals have given me the opportunity to interact with the content in a hands-on, research-driven manner, which has greatly increased my understanding of child development. I've been able to perform in-depth study that goes beyond a cursory comprehension of particular topics because of these periodicals. Even though every topic we've covered in class has been interesting and thought-provoking, being able to concentrate on more subtle, smaller facets of each issue has really broadened my viewpoint. In addition to reinforcing important ideas, this deeper investigation has given me a more thorough understanding of the intricacies of child development. My general interest for the area has significantly increased as a result of this process, which has given me a more advanced and knowledgeable approach to comprehending the different elements that affect a child's development and learning.

2. What were your top 3 journals and why?

I would say that my top 3 journals were #5 (October 5th, Physical development in Infancy), #3 ( Biological Beginnings), and #13 (December 1st, Adolescence). I am choosing these three as my top 3 journals because in these three I feel that I was able to really deep dive and give strong opinions. Especially the most recent one from December 1st, where I was able to choose two topics and make my own informational findings. Being able to choose my own topics was really fun because from the list provided, I knew which ones I wanted to write about immediately. I chose the two topics that I was not only interested in but also wanted to know more about. I worked hard on all of these journals but especially on these three.

3. What have you learned about Child Development by compiling this portfolio? Looking at individual journals and looking at them as a whole masterpiece?

Putting this portfolio together has made me more aware of the main lesson I learned from studying child development: no two kids are alike. There is never a single "right" approach to interpret a child's journey since every child grows and develops in a different way. I've learnt a great deal about everything from brain development to parenting techniques to infancy. I was able to go deeply into particular subjects in each journal, which helped me understand both child development and my own upbringing. It has been fascinating to consider these personal ties, which has enabled me to make significant links between the academic ideas and my own life. This has reinforced the complexities and individuality of each child's experience while deepening my awareness of how various elements influence each child's development.

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Practical Application Journal December 1st Adolescence

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Practical Application Journal December 1st Adolescence

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1) Leading causes of death in adolescence USA

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1) Leading causes of death in adolescence USA

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After googling this sentence this is what I found:

The leading causes of death for adolescents in the United States are accidents, homicide, and suicide:

Accidents: Unintentional injuries, such as car crashes and poisonings, are the leading cause of death for adolescents. In 2022, accidents were responsible for 22 deaths per 100,000 adolescents.

Homicide: In 2022, homicide was responsible for 13 deaths per 100,000 adolescents.

Suicide: In 2022, suicide was responsible for 10 deaths per 100,000 adolescents.

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Reading those statistics about the leading causes of death for adolescents, accidents, homicide, and suicide, fills me with a deep sense of sadness and concern. It's heartbreaking to think about how many young lives are lost each year due to preventable tragedies, especially when those deaths often stem from factors like inexperience, violence, or untreated mental health struggles. The fact that so many adolescents are struggling with these kinds of life-threatening challenges makes me feel a strong sense of urgency for more support systems to be in place for young people, whether that’s through better education on safety, more accessible mental health resources, or stronger community efforts to reduce violence. It's a powerful reminder that we need to do more to protect and support the most vulnerable members of our society.

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2) Adolescents’ health and eating disorders.

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2) Adolescents’ health and eating disorders.

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Eating disorders are characterized by an unhealthy relationship with food, which can severely impact daily life. Examples of eating disorders include anorexia nervosa, atypical anorexia nervosa, bulimia nervosa, binge eating disorder, and avoidant/restrictive food intake disorder (ARFID).

Anorexia Nervosa:

Anorexia nervosa involves extreme food restriction due to a fear of gaining weight. People with this disorder often have a distorted body image and can become dangerously underweight. It can lead to severe health problems, including organ damage.

Atypical Anorexia Nervosa:

Atypical anorexia is similar to anorexia, but the person may still have a normal or above-average weight. They still fear weight gain and engage in restrictive eating, but their disorder is harder to detect.

Bulimia Nervosa:

Bulimia involves binge eating followed by vomiting, excessive exercise, or laxative use. People with bulimia may maintain a normal weight, but the behavior can lead to serious physical issues like heart problems and tooth decay.

Binge Eating Disorder (BED):

BED is characterized by episodes of overeating without purging. People with this disorder feel shame and guilt after binging. It can lead to weight gain and health risks like obesity and diabetes.

Avoidant/Restrictive Food Intake Disorder (ARFID):

ARFID involves avoiding certain foods due to their texture, smell, or appearance. Unlike other eating disorders, it's not about body image. It can cause malnutrition and interfere with daily life.

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 adolescents’ health and eating disorders.

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Reflecting on these eating disorders, it’s clear that they all involve a complex relationship with food, but each manifests differently. Atypical anorexia, can be harder to spot because the person might appear healthy, despite struggling with the same fears and behaviors as those with anorexia. Binge eating disorder doesn’t involve purging but can still lead to serious health issues. ARFID, unlike other disorders, is about sensory issues or anxiety around food, not body image.

What stands out is how these disorders often stem from emotional struggles, such as stress, control issues, or body image concerns. It’s important to recognize that eating disorders aren't always obvious and can affect people in different ways. This highlights the need for compassionate, individualized treatment that addresses both the behavior and the emotional factors at play.

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Practical APP Journal #12 Socioemotional Development in Middle Childhood

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Practical APP Journal #12 Socioemotional Development in Middle Childhood

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While extrinsic motivation is completing a job in order to obtain benefits from outside sources or stay out of trouble, intrinsic motivation refers to doing something because it is enjoyable or fulfills one. A child's expectations for success or failure may have a big impact on how well they do in school, especially when it comes to self-efficacy and mentality. A major factor in motivation is self-efficacy, or the conviction that one can do particular objectives. Youngsters who have strong self-efficacy are more inclined to take on tough assignments and persevere despite setbacks because they think their hard work will pay off. On the other hand, those who lack self-efficacy could shy away from difficulties because they expect to fail. Furthermore, youngsters who have a growth mindset, the conviction that skills can be acquired via hard work, are more likely to see failures as teaching moments, which can increase resilience and intrinsic drive. A fixed attitude, on the other hand, which holds that skills are unchanging, might cause kids to shy away from assignments they feel are too difficult for them, which will impede their academic progress. As a result, children's expectations, which are shaped by their attitude and sense of self-efficacy, have a big impact on how they approach learning, how persistent they are, and eventually how well they do academically.

https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=1036&context=familyperspectivesLinks to an external site.

It gives helpful methods for fostering children's self-belief and offers guidance on how parents and teachers may encourage their growth. The purpose of this book is to assist parents and teachers in seeing the value of self-efficacy and learning how to actively foster it in their regular contacts with kids.

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Practical Application Journal #11 November 15th Eating Disorders in Childhood 

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Practical Application Journal #11 November 15th Eating Disorders in Childhood 

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Children at this age are forming their understanding of what it means to be "healthy" and "attractive," and many are exposed to societal pressures, including those around body image, media, and family dynamics. These pressures can sometimes manifest in unhealthy attitudes or behaviors related to food.

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Why is this topic super important especially in middle childhood?

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Why is this topic super important especially in middle childhood?

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Middle childhood is a time when children become more independent, build self-esteem, and start becoming aware of their bodies, especially as they approach puberty. During this stage, they may begin comparing themselves to others and internalize media or peer-driven messages about "ideal" body types. These pressures can lead to negative body image and contribute to disordered eating habits, even if the child doesn't meet the clinical criteria for eating disorders like anorexia or bulimia.

At this age, eating disorders often reflect deeper emotional struggles, such as anxiety, depression, or difficulty coping with stress. Without healthy emotional tools or support, children may turn to food, or the restriction of food, as a way to feel in control of their emotions in an overwhelming world.

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What can parents do to support their children's healthy physical development and mental health? 

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What can parents do to support their children's healthy physical development and mental health? 

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Parents play a key role in fostering healthy eating habits and body image in their children. Modeling healthy behaviors is essential by focusing on the nutritional value of food and avoiding moral labels like "good" or "bad," parents can help children view food as fuel rather than something to fear or overindulge in. Promoting body positivity is also important; parents should emphasize the value of strength, health, and kindness over appearance, while avoiding negative comments about bodies, as children are highly impressionable.

Providing emotional support is crucial, as eating disorders often stem from deeper emotional issues like anxiety or stress. Keeping communication open and validating children’s feelings can help them feel understood and reduce the risk of using food as a coping mechanism. Encouraging physical activity for enjoyment, not weight control, and promoting balanced eating habits can further support healthy development.

Parents should also avoid discussing dieting or weight loss in front of children, as it can lead to unhealthy preoccupations with food. Instead, they should focus on variety and enjoying meals together as a family. Teaching emotional regulation, through mindfulness or creative outlets, helps children cope with stress in healthy ways.

Lastly, if signs of disordered eating appear, seeking professional help early, such as from a pediatrician, therapist, or nutritionist, can prevent more serious issues and ensure children get the support they need.

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Practical APP journal #10 Socioemotional Development in Early Childhood

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Practical APP journal #10 Socioemotional Development in Early Childhood

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As young children begin to comprehend who they are in relation to the world, their self-concept and self-esteem begin to grow. A kid aged 4 usually uses straightforward, tangible language to describe oneself, emphasizing physical characteristics and skills such as "I can run fast" or "I like ice cream." External validation, such as compliments or criticism from parents, guardians, and teachers, has a significant impact on their feeling of self-worth, or self-esteem. While negative feedback from adults may diminish a child's self-esteem and make them feel inadequate or discouraged, positive reinforcement from adults increases a child's confidence. Depending on the child's circumstances, this early sense of self-worth is frequently brittle and subject to rapid change.

Between the ages of three and six, Erikson's Initiative vs. Guilt stage is strongly associated with this developmental period. Children start to express themselves and show initiative while trying out new chores and hobbies at this period. They gain initiative and feel competent and self-assured if they receive encouragement and support. However, kids could start to feel bad and be reluctant to try new things if their efforts are ridiculed or fail. The connection between self-concept, self-esteem, and initiative is crucial because, although criticism and a lack of support can inhibit children's confidence and initiative, positive reinforcement and a supportive environment enable them to take chances, explore, and build a healthy sense of self.

By encouraging children to try new things, recognizing their efforts, and establishing reasonable expectations, parents and educators may foster a positive self-concept, self-esteem, and initiative in their children. Giving kids chances to be independent, like allowing them make decisions or take on tasks, helps them become more self-assured and proactive. Children may also be helped to develop a strong sense of self and a willingness to attempt new things by providing constant positive reinforcement, emphasizing the process rather than simply the results, and modeling good self-esteem.

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Socioemotional Development in Early Childhood

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Practical APP Journal #9   Cognitive Development in Early Childhood

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Practical APP Journal #9   Cognitive Development in Early Childhood

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Practical APP Journal #8 Physical Development in Early Childhood

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Practical APP Journal #8 Physical Development in Early Childhood

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Different types of play include physical play, constructive, symbolic (make believe), social, and games with rules. Physical play involves active movement like running, jumping, climbing, throwing, and catching, which helps develop gross motor skills and coordination. Constructive play is where children use materials to create something, like building with blocks or using play dough, which helps with fine motor skills and problem-solving. Symbolic play such as make believe play is where children interact with others through cooperative games, taking turns, and sharing, which develops social skills like communication and cooperation. Games with Rules is play that involves following established rules, like board games or tag, which helps children learn to follow guidelines and take turns. How parents and educators can promote play-based learning is by providing open-ended toys which offer toys that can be used in multiple ways to encourage creativity and imaginative play. Also creating play-based learning environments by setting up designated areas for different types of play, like a block corner or a dress-up area. Another thing is limit screen time to make sure children are getting enough physical activity.

This article, https://www.prodigygame.com/main-en/blog/play-based-learning/Links to an external site. talks about mostly teachers and what they can do. This article strongly illustrates these three topics: How to stay focused on a task, how the world around them works, the value of independent learning and inquiry. My overall favorite sentence from this article is "when there’s an over-emphasis on teaching purely academic skills in an early childhood education setting, students are less engaged and more likely to feel stressed". I specifically like this sentence because I have been able to see first hand by working in a second grade classroom that when we do too much of academics without incorporating any fun type of play or activity, the students have a hard time staying engaged and tend to begin to act out because they are 'done' learning for the time being.

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Practical APP Journal #7 Socioemotional Development in Infancy

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Practical APP Journal #7 Socioemotional Development in Infancy

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What is the definition of temperament?

The term "temperament" describes an individual's innate qualities that influence their emotions, actions, and social interactions. It covers elements like their emotional state, level of activity, ability to adjust to change, and intensity of feeling.

What are the three types of temperament?

People with an 1) easy temperament are flexible, joyful, and composed, and they handle change well. Children with 2) difficult temperaments are irritable, intense, and require extra assistance as they adjust to change. 3) slow-to-warm-up describes cautious kids who need some time to warm up but aren't as intense as challenging kids.

What is the goodness of fit model?

The goodness of fit model places special emphasis on how well a child's temperament meshes with their surroundings, especially the expectations and reactions of their parents. While a bad match can lead to greater conflict and difficulty with emotional and behavioral control, a good fit promotes healthy growth.

How can parents promote a healthy environment for socioemotional development in light of the goodness of fit model?

By being aware of their child's distinct temperament and catering to their requirements, parents may foster a healthy atmosphere for their child. Parenting approaches that are tailored to this temperament provide support and decrease annoyance. Having a reliable schedule gives kids a sense of security, especially the ones with challenging or slow-to-warm-up temperaments. Lastly, children's social skills are developed through playdates and group activities that promote pleasant relationships.

Finally what is emotional self regulation?

Emotional self-regulation refers to the capacity to control and react to one's feelings in a way that is acceptable to others. It entails identifying feelings, restraint from impulsive behavior, and adjustment of emotional reactions to different circumstances.

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Practical APP Journal #6 Cognitive Development in Infancy

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Practical APP Journal #6 Cognitive Development in Infancy

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The active role that children play in their own cognitive development is highly valued in Piaget's theory. In Piaget's view, infants actively investigate and engage with their surroundings rather than being passive recipients of information. Through a variety of methods, parenting is essential in promoting infants' language development. One way to assist babies learn language sounds and patterns is to engage in responsive interactions, such as talking to them frequently and responding to their coos and movements. Making links between words and their meanings is facilitated by pointing to pictures and labeling items, but reading aloud to newborns also introduces them to new vocabulary and sentence patterns. For infants, language might feel more interesting when spoken in an infant-directed manner, which uses a higher pitch and exaggerated phrases. They are also encouraged to utilize language through interactive play, which includes songs and rhymes, and learning is further enhanced by establishing a language-rich environment with a wide variety of terminology. Limiting screen time and emphasizing in-person contacts are also vital, as is offering playdates as a means of fostering social connection. In general, newborns' language and cognitive growth is greatly improved by active and involved parenting. The use of language is an intricate system for communicating that uses sounds, symbols, and grammar to help people express ideas, thoughts, and feelings. Pre-verbal communication, such as babbling and cooing, is the first stage of language development in infancy, and it progresses slowly to the understanding and creation of words.

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Practical Application Journal #5 October 4th Physical Development in Infancy 

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Practical Application Journal #5 October 4th Physical Development in Infancy 

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What’s the difference between infantile marasmus vs  kwashiokor? 

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What’s the difference between infantile marasmus vs  kwashiokor? 

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Both kwashiorkor and marasmus are severe forms of malnutrition that affect babies, although they have different symptoms. The main symptoms of marasmus are severe energy deficit brought on by insufficient calorie intake, which results in considerable weight loss and muscle atrophy. The majority of infants affected with marasmus are younger than a year old, and they usually have loose skin and a weak, frail frame with little fat. In contrast, Kwashiorkor comes from protein shortage, frequently happening when a child is weaned off breast milk without receiving sufficient protein in their diet. Kwashiorkor infants can have skin lesions, fatty liver, and abdominal swelling. Their weight may be normal or slightly underweight, but they also have growth failure and behavioral signs such mood swings and impatience.

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What is the role of policy makers in terms of addressing malnutrition in infancy?

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What is the role of policy makers in terms of addressing malnutrition in infancy?

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During my investigation on child malnutrition in the US, I discovered that unequal access to resources and treatment presents significant obstacles for policymakers. Even while there are initiatives to support breastfeeding and appropriate weaning techniques, many families still have trouble finding wholesome foods. While education is a vital component of the answer, some parents and other caregivers do not get enough assistance in learning how to offer their infants a healthy meal. Despite the fact that Medicaid and CHIP are intended to assist families in obtaining healthcare, many continue to face obstacles that impede the early identification and treatment of malnutrition. Furthermore, although food assistance programs such as SNAP aim to enhance food security, they frequently fail to fulfill the unique nutritional requirements of developing children. Additionally, I discovered that the prevalence of malnutrition in disadvantaged communities may not be completely captured by monitoring programs like the National Health and Nutrition Examination Survey. Substantial gaps persist in the face of efforts to address these challenges, indicating the urgent need for better policies that effectively assist all families in protection of the health of their newborns.

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What can parents do to promote healthy gross motor development in infancy? Ex. Nutrition, goal directed behavior, exercises, supportive environment for crawling, walking, etc.…?

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What can parents do to promote healthy gross motor development in infancy? Ex. Nutrition, goal directed behavior, exercises, supportive environment for crawling, walking, etc.…?

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I discovered a number of crucial ways parents might support their infants' gross motor skill development. First, nursing or using formulae enhanced with iron promotes general development. Second, a balanced diet rich in proteins and healthy fats is necessary for the growth of muscle and bone. By keeping toys just out of reach, parents can encourage their infants to crawl or reach for them. Building the neck and back strength necessary for crawling and walking requires regular tummy time. With soft mats to cushion falls, a safe, open area for exploration can be created so that babies can practice rolling and standing. Movement becomes enjoyable while engaging in participatory activities like "peek-a-boo" or mild bouncing. It's crucial to help babies learn to sit and stand up, and bringing them outside to breathe in some fresh air promotes curiosity. Lastly, you can encourage them to practice these motions by teaching them how to walk or crawl.

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Practical APP Journal #4 Prenatal Development & Birth

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Practical APP Journal #4 Prenatal Development & Birth

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What I have learned from studying prenatal development and the postpartum period is that this journey is incredibly complex and emotional. During pregnancy, a mother’s body undergoes significant physical and hormonal changes, leading to a mix of excitement and anxiety. Each milestone from hearing the heartbeat to feeling those first kicks, brings immense joy but also raises questions about parenting and health. This combination of emotions can be overwhelming and shape a mother’s expectations.

After giving birth, the emotional landscape shifts dramatically. Holding a newborn fills you with love, but it often comes with exhaustion and uncertainty. New mothers face sleepless nights and constant demands, which can feel like a lot to handle. It’s common to experience a rollercoaster of emotions, happiness intertwined with fear, and even moments of sadness. Many women confront postpartum challenges that lead to self-doubt and vulnerability, which can be difficult to navigate.

What really stands out is how these emotions interconnect to create a strong bond between mother and child. Realizing that many women experience similar feelings can provide comfort and a sense of solidarity.

Overall, what I read and learned about reveals that the transition from pregnancy to early motherhood is filled with both challenges and beautiful moments of connection. Each emotion contributes to the unique experience of motherhood, showcasing the strength and resilience required to embrace this transformative stage. This journey serves as a powerful reminder that while every experience is distinct, the core emotions are something we all share, creating a universal bond among mothers.

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Academically and psychologically, it is crucial to learn about chromosomal abnormalities like Down syndrome and gene-linked abnormalities like cystic fibrosis. Mutations in the CFTR gene cause thick, sticky mucus to be produced, which can clog airways and cause recurrent respiratory infections in people with cystic fibrosis. While volunteering at a school back home I learned how important it is to make constant lifestyle changes and medical adjustments for this illness. I became aware of the resiliency required to overcome such difficulties when I observed how committed the families were to taking care of the health of their loved ones.

On the flip side, Down syndrome is generally caused by an extra copy of chromosome 21, which frequently results in a number of health problems and developmental impairments. In high school, I had a friend who had a sister with Down syndrome. Her family highlighted the extent of what can be achieved with awareness and support by being deeply involved in advocacy and education.

This is important information for me to know as an aspiring educator. By being aware of these circumstances, educators can create customized lesson plans that cater to each student's specific requirements and help them succeed in the classroom. In addition to being essential in patient care, nurses also educate families about these disorders so that parents can better support their children and fight for the resources they need.

Sadly, prejudice and stereotypes still exist widely. For example, many people wrongly think that people with Down syndrome are incapable of achieving their own goals in life or that cystic fibrosis is contagious. For people who are impacted, these false beliefs may result in social isolation and lost opportunities. Raising awareness is essential to creating a welcoming atmosphere where people feel appreciated and supported. We can help to the demolition of these preconceptions and the creation of environments that appreciate diversity by educating ourselves and one another, enabling everyone to realize their full potential.

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Practical Application Journal #2 Intro to Child Development Theories

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Practical Application Journal #2 Intro to Child Development Theories

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I found great significance in Erik Erikson's psychosocial theory of development since it provides a comprehensive and extensive knowledge of how individuals evolve and change throughout the course of their lives. Erikson's emphasis on the interaction between societal forces and an individual's psychological development is something that really interests me. The process of resolving particular problems centers around each step of the theory, highlighting the close relationship between our social experiences and relationships and our personal growth.

This theory is very applicable to me as a 19-year-old who works with children. My primary goal at this time is to determine who I am and what I want out of life. I'm in between the Identity vs. Role Confusion and Intimacy vs. Isolation stages. Developing a strong sense of self requires going through this stage, which is all about experimenting with roles, values, and objectives. My understanding of myself has improved as a result of these experiences, and they have also influenced the way I engage with the kids I work with. Erikson's theory also emphasizes the need of supporting relationships and role models in helping children overcome developmental obstacles. I can offer the kids stability and encouragement by living up to the positive development ideals. By sharing my own experience of discovering who I am, I can also relate to them more deeply and establish a more personal connection.

Erikson's theory gives me useful insights for improving my interactions with the children I work with in addition to aiding in my understanding of the various stages of human development. It provides a path for my personal development and gives me the resources I need to properly care for and help the kids.

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Practical Application Journal #1 September 5th

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Practical Application Journal #1 September 5th

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My Childhood started as the youngest child in a family of 5. I have two older brothers (pictured above) and two parents. I was nicknamed pumpkin ever since I was born because of my unique birth story.

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My unique story began after my father had a vasectomy shortly after my older brother was born. Two short years later, my mom became pregnant with a girl. My mom tells me she had always dreamt of having a little girl even though she had two boys who she of course still loved.

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My family called me pumpkin because of the day my mom found out she was pregnant. My dad had been in the yard cleaning out the garden when he found a small pumpkin that had been under the leaves. He was coming inside to show my mom the third pumpkin he found when she was going outside to tell him the news of what the result of her pregnancy test was. I was the little pumpkin

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I went to a dual-immersion elementary school. Both of my brothers also attended this school. Starting in kindergarten, the teachers speak Spanish to the students 90% of the time and English the other 10%. This was a difficult transition for me. For the first three years at this school, I would not speak. I was afraid of what was coming out of the teacher's mouths and I did not know how to handle it. This led to my school referring me to a speech pathologist because they thought I was not able to speak. I was fully able to speak and communicate normally for the age I was, just not at school. After a few sessions with a speech therapist, it was decided that I suffered from anxiety rather than a speech issue.

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A reason this is quite the significant story I am sharing is because of how I was raised. I will say, the saying "third child is always the favorite" is a correct statement. I have a loving family and we do everything together. I have always been called the princess of the family, with a father who will go out of his way to deliver me lunch during his workday, two brothers who do not approve of any guy, and a mother who is my best friend.

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The reason I choose to bring up my loving family is because they are the people who made me the woman I am today. I have learned everything I know from them all. My brothers have taught me to keep my head on shoulders while my parents taught me how to love even when times are tough.

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Once knowing I had anxiety, life became a lot easier, I began speaking at school, learned Spanish, played sports, and was even able to make friends. My anxiety never went away. Going through high school was not easy, but I found things that made it better. I played volleyball and was able to have a big group of friends who always helped me through my anxiety attacks.

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College! I decided that I wanted to go to college my sophomore year of highmschool. I had the option of going to a Junior College the town over from mine but decided that I wanted to jump right in. I wanted to work in a medical lab...

That lasted half a semester. One Biology lab and Chemistry class later, I HATED science. I needed to find something new! Which came as a total surprise to me. Leaving my chemistry professor's office hours, I saw a poster on the wall. Everything there was to know about the Child and adolescent development major at Sac State.

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Having anxiety in college has been a completely different experience than having anxiety in high school. I had to talk with my doctor about different strategies for being in large crowds, making friends, and even gaining the courage to say something out loud during classes. I have had to go through so many different growth periods that have been not only challenging but also life-changing.

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I have always known that I want to work with children. I have been a babysitter, a swim coach, a volleyball coach, and even work with kids! I am glad that I found a switch for my career and education because I know that I am finding myself a better direction. I want to be a part of the reason a child's young life is filled with opportunities for development and growth in the most positive way possible. Every situation is different, but I want to be a reason a child smiles a little extra each day.