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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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. 

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.

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.

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.