Sparkler updated our resource guide for CT families. It has an exciting lineup of activities, tips for parents/caregivers, information about early childhood milestones, and listing of resources available to CT families with young children! You can download a digital copy here!
This month is National Book Month — an annual celebration of authors, literature, and reading. At Sparkler, we’re taking this opportunity to highlight some of the play activities in Sparkler about specific books — which we’ve designed to help families explore books together. Families can access the activities by clicking the links from their mobile devices. Programs: You can find the activities in Sparkler’s library and, from there, share them with parents/caregivers.
Three Billy Goats
Lion & Mouse
The Three Little Pigs
Little Red Hen
Cinderella
Abiyoyo
Goodnight Moon by Margaret Wise Brown
When You Give a Mouse a Cookie by Laura Numeroff
Bear Wants More by Karma Wilson
Clifford Goes to Kindergarten by Norman Bridwell
When’s My Birthday by Julie Fogliano
Harold and The Purple Crayon by Crocket Johnson
Little Bear
123 by Eric Carle
Frog and Toad by Arnold Lobel
Don’t Let The Pigeon Drive the Bus by Mo Willems
Are there other books we should add to the Sparkler Library? We’d love to hear your suggestions: email support@playsparkler.org.
This summer, Sparkler’s new video podcast series Tune Up is at the heart of our summer learning program Camp Sparkler. Tune Up uses the healing power of music to help children (and the adults who love them) tackle childhood challenges. Hosted by writer, composer, and long-time educator Benjamin Weiner, Tune Up invites children to discuss tough topics — from becoming a big sibling to facing bedtime to cleaning up — and write songs to help themselves and others. As we kick off Camp, Sparkler’s executive director, Julia Levy, who is the producer of Tune Up, chatted with Benjamin about it.
Benjamin: I was a teacher for many years, I taught preschool, first, second, and third grade, mostly. And then in 2021, I transitioned full-time into children’s media, writing for kids’ TV shows on Nickelodeon, PBS, and Netflix, as well as a number of kids’ podcasts. And I also have a kids’ music act that really took off, in the past couple years called Princess Backpack and Benjamin, which you can find wherever you stream music, that has a lot of the same themes that we get to talk about in Tune Up…And I have a children’s book coming out with Simon & Schuster in the next couple years, slow process, but I’m very excited for that as well.
Benjamin: In the fall, we can tell how kids spent their summers — which kids had been continuing to read, and continuing to learn and grow, and kind of keep their minds on over the summer. It’s great to be able to provide as many resources as you can, whether it’s something like Camp Sparkler or a reading list — which we also have as part of Camp Sparkler, so that kids can continue to build on the skills that they have, while also having some well-earned downtime as well during the summer.
Benjamin: We all remember the little tunes from when we were kids, whether they were commercial jingles, or TV show themes, or the songs we loved. Songs have such a staying power. There was recently a study of kids who grew up watching Daniel Tiger’s Neighborhood, and as teenagers they were still able to sing all of the songs! And when the words are coming directly from the kids, I think it really helps synthesize whatever they’re learning, or whatever they’re working on, and bring it out of the realm of conversation and into an embodied knowledge, an understanding that they can really feel.
Benjamin: I think it started when I was teaching piano to a little kid who had no interest in learning piano at all; it turned out what he wanted to do is he wanted me to play piano, and he would make up songs and improvise songs, and it was so much fun, and his parents were okay with it and that kind of became our thing. Music that was coming directly from this kid — it was so different and so special. And then, as an educator, it’s something that I started to do, both in that form, where I would just make music and kids would make things up , and then also the more structured process when we were taking something we were learning about in the classroom and turning it into a song or turning some of the social issues that were coming up in the classroom into a song. It’s been so incredible to make a podcast and kind of formalize the structure so that anybody can use it.
Benjamin: I do feel strongly that everybody can sing…If you aren’t as comfortable making up a song, I think reusing melodies that kids already like or nursery rhymes can be really helpful. Kids are not self-conscious yet, so as an educator, you can lean on that, and kind of let them do most of the singing, and then kind of write things down, and see if you can match their tunes, and that’s a great way to do it.
Benjamin: Absolutely. For parents, your kids think you’re the best singer in the world. They love your voice. I also know a Broadway performer whose toddler will say, “Stop singing, Mommy! Stop singing!” And she’s a Broadway actress. So, you know, it could go both ways.
Benjamin: The Tune Up method is very simple. The first thing you’ll do is you’ll talk to the kids about the topic. You might already have an idea for a song about sharing your toys or being flexible — or there might be something the kids are thinking about. And then you have a conversation, and then you do some pretend. I use a sock puppet named Bloop, but you could use stuffed animals, you could use pencils, whatever you have, but I think that really kind of brings the topic kind of into the realm of play, which is kids’ first language.
And then I start writing down ideas in a notebook. It could be little fragments that we’ve already said, or maybe the kid has another idea, and then we write things down. And then I grab a ukulele — but you could use any instrument or just your voices. Sometimes kids won’t have an idea for a tune, and sometimes they will beat on a drum to help make a rhythm. And we will make up a tune, a melody, or fragments of melody. Then usually I will go home and kind of take some time with it and piece things together because I love writing songs.
Finally, you share the song with the kids, and say, “Here’s the song that we made up together,” and I find even if it’s a little different from what they initially wrote, if you’ve kind of put your teacher touch on it a little bit, they feel so much ownership over it, and it’s a song that they really want to sing again and again.
Benjamin: You’ll see this whole process in action. You’ll also have the benefit, at the end, of seeing a finished version of the song with a full music video that is produced by a Grammy-winning kid’s musician, and we’re really happy with how all of the episodes came out. Each one tackles a different social-emotional issue, and puts a lot of weight on the kids’ words and the kids’ ability to articulate how they go through these problems. You’ll also see the pretend segment, you’ll see the whole thing. And we also have, you know, kind of stand-alone versions of these songs, so if you find that the kids you work with, or the kids in your life love the songs, you can just come back to those songs again and again, which have these really teachable lessons in them.
Benjamin: And books that go along with each theme!
Benjamin: There will be a lot of listening. I’ve already connected with a few listeners of the Tune Up podcast who have learned from the podcast that “I can tell this guy anything, and I want to!” So they do. And then I will gently find our way into some focused songwriting, we’ll write down some words. Because it’s on Zoom, we might write on the screen or draw a few little pictures. And then I might strum what the music might sound like, and then what the tune might sound like, and how it might fit together. Some kids already know about rhymes — rhymes are wonderful in songs…Then I will play a finished or a semi-finished version of the song, and maybe they will sing it along with me, which — with Zoom delay — can be a little tricky, but I’ve done it, and it’s okay, it works as best as it can.
Benjamin: In the fall, we will have a Tune Up album release with all the songs from Tune Up! And we’re doing a special summer series with “Bloop on the Stoop” — so if kids have summery questions or concerns they want to share, they can ask their parents to record them in a short video and send it to TuneUp@playsparkler.org, and that might turn into a special episode of Tune Up.
Benjamin: I’m packing my bag. Can’t wait!
Learn more about Camp Sparkler and how you can play and learn with us all summer long!
Sparkler has thousands of activities that families can use to support the development of their children’s social and emotional skills — starting before babies and born and through age five. All of the activities focused on social and emotional skills are grouped within the Sparkler domain called “heart.” Families can discover these activities in “Play” in their Sparkler app, or you can suggest activities to families using Sparkler’s library.
Within “heart,” Sparkler has three sub-domains and 8 skills:
Social: Empathy, Trust
Emotional: Feelings, Self-Regulation, Identity
Outlook: Curiosity, Persistence, Independence
Outlook Activities:
In honor of National Children’s Mental Health Awareness Day, Sparkler talked with Angela Webster, the new associate director of the Connecticut Association of Infant Mental Health (CT-AIMH) about mental health and what families can do to help support their children’s mental health from their earliest days. Angela’s work focuses on strengthening the Infant and Early Childhood Mental Health workforce through strategy and operational alignment, professional development, and the development of sustainable systems that support reflective practice and relationship-based care.
Angela: When we talk about children’s mental health, we’re really talking about how both big kids and little ones feel, connect with, and handle the world around them.
It’s their ability to feel safe, to trust, to express big feelings (even the hard and messy ones), feel comfortable exploring and learning, and to build relationships with their peers and grownups. Children’s mental health shows up in all the everyday moments, things like how they come to you for comfort, how they explore their world, how they recover after being upset.
At the very heart of it, children’s mental health grows through relationships. It’s built in those small, repeated moments where a child experiences the feeling that “Someone sees me. Someone’s here for me. I am loved and people want to be around me.”
Angela: Children’s mental health and infant mental health are very connected. Infant mental health just zooms in on the very youngest children — from prenatal, to babies, toddlers, and preschoolers.
What’s a little different is that with babies, you can’t separate them from their caregivers. A baby’s mental health lives inside the context of that relationship. The way you respond to their cries, the way you look at them, hold them, figure them out, all those moments are what shape their sense of safety and trust.
So really, it’s not about the baby alone. It’s about the two of you together.
Angela: Because it starts way earlier than most people think.
The early years are when kids are building the foundation for everything they’ll be, everything they’ll do, and everything they’ll become. They’re laying the groundwork for how they’ll handle stress, how they’ll relate to others, and how they will ultimately see themselves with their grown-up eyes. Those patterns don’t magically show up later. They grow from children’s early experiences.
The good news is that you don’t have to do anything big or get it perfect. The little things you’re already doing, comforting them when they cry, smiling back at them, sitting with them when they’re upset, reading to them, singing to them, talking to them when you are dressing and diapering them, all those little moments are what matter most. Just being there for your child, again and again, is what really makes the difference. Then they understand that you are their “go-to” trusted person — they can count on you and you will predictably meet their needs.
Angela: Yes CT-AIMH is a statewide non-profit, and we do not serve children or families directly, but our mission is to work to promote, support and strengthen nurturing, quality relationships for infants, young children and their caregivers, within the context of family, community and culture through education, advocacy, and professional development.
Sparkler: Starting prenatally, what are some things that families can do when their babies are on the way to lay the foundation for their babies’ mental health and wellness?
Angela: You don’t need to have it all figured out before your baby arrives. Truly. But there are some things that we can do even before our little ones enter the world:
Remember, it isn’t about doing everything perfectly. It’s about beginning a relationship.
Angela: Honestly, it’s the little things you’re probably already doing.
Parents don’t have to be perfect (thank goodness!) There’s no such thing. Kids grow best when their grownups keep showing up. Every day, day after day. Every interaction builds their tiny little brains. From the time they are born, to age 5, their brains have formed billions of connections each minute, and their brains are growing fast!
Angela: A lot of parents might wonder:
Things like tantrums, sleep struggles, feeding issues, toileting concerns, clinginess, or sudden changes can feel overwhelming.
What we often say is, big feelings are part of growing up. Kids aren’t giving you a hard time, they’re having a hard time. And they’re still learning how to handle all of it. All behavior is communication, and your job is to figure out what they are trying to say, and what they need. You are a baby detective, and a brain builder!
Angela: First, trust yourself. If something feels off, it’s okay to check it out.
You don’t have to carry it alone. You can talk to your child’s pediatrician, a caregiver, or use tools like the Sparkler app to learn more about what’s typical and what might help. CT also has the 211-Infoline that offers many supports that you may be in need of.
Reaching out doesn’t mean something is wrong. It just means you care and want to understand your child better.
Angela: Families shouldn’t have to work this hard to find support.
The biggest opportunity is making help feel easy, normal, and close to where families already are, like at the pediatrician’s office, in child care, in playgroups, in Family Resource Centers, in Early Intervention or through tools they can use at home.
And just as important is truly supporting parents. When caregivers feel supported, kids feel it too.
At the end of the day, children do best when the people caring for them aren’t doing it alone. Remember, infant and early childhood mental health is all about those very important early relationships!
By Marchelle Mixson
Today, I work as a School Counselor at a Pre-K–8th grade school, and I still have a special place in my heart for the youngest students. I’m often asked, “What do you do with younger children as a school counselor?” My answer is always the same: What you would do with older children. There may be more games, books, and songs woven into the approach, but they are still learning and practicing the same core skills of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
Below is a recap of some of the Social-Emotional Learning (SEL) lessons and activities my school’s youngest students experienced this year.
The school year began with the 4s (Pre-K) focusing on building independence, easing separation, learning what it means to be part of a community, and developing self-management skills. Students were encouraged to reflect on what they enjoy at school, helping them associate positive emotions with the classroom experience. To support conversations about missing home, they read The Kissing Hand and explored how small acts of kindness can help us feel safe and connected even when we’re away from home. Group drawing and building projects created opportunities to practice cooperation, share materials, and work together as part of a classroom community. Students also began exploring what it means to pay attention and how it supports learning, strengthens relationships, and helps keep them safe.
Building Big Hearts With 5 Year Olds
As for the 5s (Kindergarten), their lessons were more focused on building self-awareness as learners, strengthening community, and continuing to develop self-awareness and social awareness and the impact their actions or inactions can have on others. They explored what it means to pay attention, learning that it involves thinking, listening, and watching, and that engagement can be shown through body language. This led to meaningful discussions about mistakes and how they can happen when attention drifts, but also when learning something new, and why they are a natural and important part of growth. To bring these ideas to life, students challenged themselves to write their names and draw using their non-dominant hands and telling themselves “It’s no big deal” when things didn’t work out as they wanted. This activity sparked conversations about self-acceptance, effort, persistence, and how practice leads to improvement. (Growing up, we may have heard that practice makes perfect, and that is not my ministry, as it does not align with the growth mindset I promote in my work with children.) It also introduced the idea that the brain grows stronger through challenges. Alongside this, students acknowledged that mistakes can bring up frustration and other big feelings, and they practiced strategies to manage those emotions.
Social and Emotional Learning is Fundamental to All Learning
This work reflects the belief that social and emotional learning is not separate from academic learning, but foundational to it.
A professor I once had said that students may be present in school each day, but it is important for them to be available for learning. Students are more likely to be available for learning when their social and emotional skills are nurtured and their needs in these domains are met.
By intentionally integrating SEL into daily classroom experiences, from play-based exploration to more structured lessons, students are better able to regulate emotions, build relationships, and engage in learning.
I’ve been working in early childhood education for years, and one of the things I keep coming back to — in research, in practice, and with my own children — is how powerful unstructured time in nature really is. Not a structured garden activity. Not a sensory bin shaped like a forest. Real outside time, with real sticks, real mud, real bugs, and real weather.
And yet, children today spend less time outdoors than any previous generation. Studies suggest kids now spend an average of four to seven minutes per day in unstructured outdoor play, and up to seven hours in front of screens. That gap is concerning because the research is clear: time in nature has clear, strong, and significant benefits for children.
According to the American Academy of Pediatrics (AAP) and related research, time in nature improves young children’s physical, mental, and emotional health by increasing activity levels, reducing obesity risks, and lessening stress. Nature-based play fosters creativity, strengthens immune systems, and boosts cognitive development through unstructured exploration, ultimately nurturing better focus and social skills.
My favorite thing, though, is to watch the social-emotional learning that happens as children navigate natural spaces. In groups, or on their own they are practicing risk assessment, conflict resolution, frustration tolerance, and problem-solving skills.
The inherent “risky” play (when appropriately supervised by an adult) offers lifelong benefits of its own including persistence, self-confidence, judgement, and even self-regulation.
The best part? All of these benefits are freely available to everyone, regardless of where you live — no special equipment, fancy sensory table, or extensive curriculum needed.
City parks or nature preserves, trees along busy streets or a forest full of leaves, a puddle or a stream, all offer opportunities for children to connect with nature.
So how can you get started? It’s as easy as stepping outside:
Keep it simple. You do not need expensive gear or elaborate plans. Start with 10–15 minutes outside each day. Walk around the block. Visit the same nearby park regularly. Let your child collect leaves, notice birds, splash in puddles, or watch ants. Follow their lead instead of planning every activity.
Slow down and stay quiet. Move at your child’s pace and let them enjoy feeling the wind in their hair, smelling the weeds, or watching the ants crawl along. Resist the urge to narrate, quiz, or redirect outdoor time toward “learning objectives” and allow the natural environment to do the teaching.
Dress for the weather. Many families find that with the right layers, most seasons can be outdoor seasons. Make sure that you’re BOTH comfortable to extend the time outside.
Most of all, remember that time in nature does not need to be perfect in order to be meaningful. A child who notices a worm on the sidewalk or feels wind on their face is learning. Small moments outside — repeated often — can help children grow stronger, calmer, more curious, and more connected to the world around them.
Sparkler chatted with Alison Tyliszczak, a consultant for the Connecticut Hospital Association, who leads some of the association’s maternal health efforts, including the Connecticut Perinatal Quality Collaborative, which is behind the new CT Urgent Maternal Warning Signs Bracelet Initiative, which launched in the fall.
A. The bracelet is a really simple tool that is meant to be worn after birth, and up to 12 weeks after birth. Oftentimes after birth, there are a lot of complications that can happen that can be unexpected — things like bleeding, fever, and high blood pressure. We really just want to make sure that if any of these things happen, that she can quickly get the care that she needs.
A. The Bracelet Initiative was really designed to increase community awareness of preventable postpartum complications, and conditions like hemorrhage, like hypertension — and to ensure that birthing persons are empowered to seek help when they are experiencing symptoms of those complications.
An urgent Maternal Warning Signs Initiative began with The Association of Women’s Health Obstetric and Neonatal Nurses (AWHONN), and orange was kind of their signature color. We wanted to make sure that we were aligning the bracelet Initiative in Connecticut with what AWHONN was doing, and what other states were doing, because other states were also starting to use orange.
A. Yes! We’re the first state to launch a unified statewide strategy, to increase awareness of urgent maternal warning signs. We’re bringing hospitals, EMS, community partners together to help ensure that those warning signs are recognized quickly.
A. We have heard from a couple of our partners that there were some patients, some postpartum patients that had come to the emergency room and were immediately triaged…Because they wore the bracelet, they were quickly triaged to an OB consult, which is what they needed at the time.
A. I supervised a home visiting program for many years, and we actually did have this come up. We had a patient that did end up having a postpartum hypertensive episode, and had to go to the hospital, and was kind of on the fence, and we really had to encourage her to go to the hospital.
Providers should look out for headaches that will not go away, or that are getting worse over time, dizziness or fainting, changes in vision. body temperature of 100.4 or higher, swelling of the hands and feet, thoughts of harming yourself or your baby … The CDC Hear Her campaign provides a list of symptoms that are warning signs.
A. The campaign urges you to connect them with emergency care right away.
A. The next objective we’re going to be working on is a statewide data management strategy. So, right now, CHA is meeting with hospitals individually to talk about what is feasible, what makes the most sense in terms of outcomes to measure … We’re also continuing this engagement with community, making sure that our community partners know about the Bracelet Initiative, that if they are working with a postpartum person, that they are encouraging them to wear their bracelet for 12 weeks, that they know the warning signs, and that if they have someone that they’re working with and are experiencing any warning signs, they’re helping to connect them to emergency care right away.
Everyone check out the website: cthosp.org/bracelet. There are so many resources there!
New In Sparkler: A new unit of tips for grown-ups is available, providing an overview of the Bracelet Initiative and links to resources about Urgent Maternal Warning Signs.
In honor of Read Across America, we spoke with Meaghan Penrod, Certified Early Intervention Specialist and Family and Community Engagement Specialist at Sparkler Learning, about why reading together matters so much in the early years, and how families can make it part of everyday life. Meaghan helped to create this year’s special partnership between Read to Grow and Sparkler — in which we’re sharing a lineup of stories read by their authors (and aligned play activities) throughout the week. Learn more online or find it in the Sparkler app starting on March 2, 2026.
Meaghan:The early years are a period of incredible brain development. When families read together, they’re not just sharing a story — they’re building neural connections that support language, thinking, and social-emotional development. Reading aloud helps children hear new words, understand how language works, and begin to make sense of the world around them. But just as importantly, it strengthens the relationship between caregiver and child. That warm, back-and-forth interaction — snuggling up with a book, talking about the pictures, laughing together, learning what interests your child — is what truly fuels early learning.
Meaghan: Early literacy isn’t about pushing young children to decode words before they’re ready. It’s about building the foundational skills that make reading possible later on and instill a love of reading! That includes vocabulary, listening comprehension, print awareness (like knowing how to hold a book and turn pages), and understanding that stories have a beginning, middle, and end. It also includes conversation. When caregivers ask questions, pause to let a child respond, or connect a story to real life, they’re building comprehension skills that are essential for later reading success. For babies and toddlers, early literacy might look like chewing on a board book, pointing at pictures, or babbling during story time — and that absolutely counts.
Meaghan: Be gentle with yourself. Reading together doesn’t have to mean sitting down for 20 uninterrupted minutes, and it may change over time with your child’s age and interests! Even five minutes counts. Reading while waiting at the doctor’s office, bringing a book on the bus, or sharing one quick story before bed all make a difference. You can also “read” the world around you — pointing out signs, labels, grocery lists, and environmental print helps children understand that words have meaning everywhere. The goal isn’t perfection. It’s connection and consistency over time.
Meaghan: Follow your child’s lead. If they want to linger on one page, that’s okay. If they want to flip back and reread their favorite part, that’s wonderful. With younger children, you might not even read the words on the page. Sometimes it works better to just talk about the pictures. When my kids were little and didn’t have a very long attention span, I’d scan the page to find a picture I knew they’d connect with and talk about that, even if it wasn’t really a part of the “story.” Something like “Oh, do you see that dog? That looks like your aunt’s dog!” This will usually get them interested and talking. You can ask open-ended questions like, “What do you think will happen next?” or “How is the character feeling?” Let them turn the pages. Use different voices. Make it playful. When children are active participants in reading—not just listeners—they’re building comprehension, confidence, and a love of books.
Meaghan: Talking, singing, and storytelling are powerful literacy tools. Narrating your day — “Now we’re putting on your shoes. One shoe, two shoes!” — builds vocabulary. Singing songs supports rhythm and sound awareness, which are important for learning to read. It’s also great for children to see how you engage with reading! When they see you read a book you enjoy, make a meal from a recipe, learn to play a game by reading the instructions, or make a grocery list, they’re learning that reading and words are meaningful and important! At Sparkler, we encourage families to see that literacy is woven into everyday moments. It’s not a separate subject. It’s part of daily life.
Meaghan: This year for Read Across America Week (March 2–6), Sparkler partnered with the early-literacy nonprofit Read to Grow to bring a very special “Read Together” storytime campaign to families and caregivers everywhere. The idea is simple but powerful: we’re featuring a curated lineup of stories read aloud by the authors and illustrators who created them, so kids can hear the voices behind the books and connect with stories in a meaningful way.
Families can access these read-aloud videos right in the Sparkler mobile app or on Sparkler’s website — and each story comes with related activities designed to extend learning through play and interaction. That might look like movement prompts, simple art projects, or language-building games tied to the themes of the book.
Meaghan: Our BIG idea this week is read together, play together, learn together—because when grown-ups and children enjoy books side-by-side, children’s hearts, words, minds, and bodies all benefit. We created this campaign in partnership with Read to Grow because we believe deeply in supporting families as children’s first teachers, and we want Read Across America Week to be more than just a celebration. It’s an invitation to build joyful, ongoing reading routines that nurture curiosity and confidence early in life.
Young children are wired for connection. When they feel like they belong — in a family, a playgroup, a classroom, or a neighborhood — they feel safe and secure. That safety lays the groundwork for growth in every area: emotional, social, and cognitive.
This February, Sparkler’s Little Kids, Big Hearts podcast is focused on community — a topic that is important in childhood and throughout life.
On the first episode of the month — a kidventure episode featuring three kids, Zuri, Credence, and Gabe — the kids take an imaginary adventure to the Land of Qook-a-lackas where they discover that a big storm has blown all sorts of stuff — from shells to glitter to screws — all over the Land, disrupting plans for the Qook-a-lacka’s big bright block party. Together, they help a Qook-a-lacka friend, Quandy, who is feeling overwhelmed and unsure of how to bring everyone together. With creativity, teamwork, and big-hearted ideas, the kids help transform piles of random objects into games, decorations, music, and art.
They discover that community isn’t about perfection; it’s about sharing ideas, helping one another, and building something meaningful together.
The guest star of the episode — playing the role of Quandy — is Mandy Gonzalez. Mandy starred on Broadway in the megahit Hamilton as Angelica Schuyler. She also originated Nina Rosario in the Tony Award-winning Broadway musical, In The Heights, for which Mandy received a Drama Desk Award. Mandy also starred as Elphaba in the Broadway production of Wicked. Mandy recently performed a solo concert at Carnegie Hall with the NY Pops and Lin-Manuel Miranda.
After listening, extend the learning with discussion and play activities to support children’s understanding of the big idea of “community.”
Sparkler is sharing two different activities:
Little Helper, Big Impact: Create a plan of the ways you can help out in the different communities you’re part of…and figure out ways to contribute, whether it’s doing something kind for another person, cleaning up, or donating toys you’ve grown out of.
Helpers United: Create a collage of the helpers in your life.
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