Welcome!

As an early childhood educator, elementary school teacher, reading interventionist/coach, and district-level Intervention Systems administrator, I spent years watching children enter school with vastly different levels of confidence, language, and readiness. These differences were not reflections of ability. They were reflections of access. Access to early learning, support, resources, and opportunities during the years before school even begins. Working within classrooms and across campuses showed me that early gaps widen quickly and that families deserve tools long before their children ever reach a preschool or kindergarten classroom. This belief planted the earliest seeds of Mini Mindprints.

My season as a foster parent opened my eyes even further. It revealed how deeply the earliest years shape a child’s foundation and how much families carry: emotionally, financially, and systemically. I witnessed resilience, love, and hope in children facing circumstances they never chose. I also saw how desperately communities need to support caregivers who are doing their best with what they have. That experience shifted my understanding of equity and strengthened my conviction that early learning support must be accessible, dignifying, and community-rooted. 

Becoming a mother brought everything into focus. I learned firsthand how overwhelming the toddler years can feel, how quickly guilt creeps in, and how much parents want to get it “right” without knowing where to start. I felt the weight of wanting to give my child the best foundation possible and the relief of tools that made learning simple, joyful, and doable in real life. This personal lens reminded me that early learning should strengthen families, not stress them. Mini Mindprints was built to give parents support that feels encouraging, not overwhelming.