THE

CARE
COURSES
SCHOOL
INC.
A Joyful Life of Caregiving

a Distance-Learning Care Course

for Early Childhood Professionals

The Care Courses School, Inc.

P. O. Box 10526
McLean, VA 22102-8526
1-800-685-7610
www.CareCourses.com
 Copyright © 2021 Care Courses. All rights reserved.
Permission is granted to print a single copy with payment of tuition to Care Courses. Credit is available only through Care Courses.
This document contains the same information as your online course and is provided for your convenience.
We do not require that you read both this document and the online course.
Credit available for this course
A Joyful Life of Caregiving offers 1
clock hour (0.1 CEUs) of training.
Credit for this course is available only
through Care Courses.
To obtain credit, read and study the
course material and submit your
coursework online. Upon success-
ful completion of this course you will
receive a certificate documenting the
hours/CEUs you have earned.
Proprietary interest statement
Neither Care Courses nor our cur-
riculum developers/trainers have any
proprietary interest in any product,
instrument, device, service, or mate-
rial mentioned in this course. Students
who participate in Care Courses have
the right to know of any proprietary
interests a trainer or curriculum devel-
oper may have in a product or service
mentioned. Care Courses is required to
disclose all proprietary interests in any
product, instrument, device, service, or
material discussed in a course.
Contact information:
Care Courses
P. O. Box 10526
McLean, Virginia 22102-8526
1-800-685-7610
info@carecourses.com
www.CareCourses.com
Published by The Care Courses School, Inc., McLean, Virginia.
Copyright  2021 by The Care Courses School, Inc.
All rights reserved.
Submission and Certificate
The Care Courses School, Inc.
When you have completed your Quiz
Honor Code and Study
and are comfortable with your answers,
Strategies Policy
you may submit them for grading.
Care Courses requires that you, the Follow the directions in your online
student, complete all coursework course.
and that all coursework, including
You must earn a score of at least 70%
quizzes and assessments, is done
on the Quiz to receive credit for this
solely by you. Furthermore, Care
course. If your score on a Lesson Quiz
Courses requires that you study
is less than 70%, you will be given a
and comprehend all the material
second chance to pass. If you fail to get
in this course before completing
a 70% on your second attempt, Care
the assessments. This includes
Courses cannot issue a certificate for
reading the material twice,
this course.
taking notes, completing no more
than eight hours of coursework This course is not designed to be hard.
each day, and contacting a Care The quiz questions are not designed
Courses trainer for assistance to be tricky. Read all of the course (at
when needed. Care Courses least twice!) and think about what it
requires that you show respect in says. If you have trouble, please con-
all communication with our staff tact us. We’re happy to help!
and other students.
Care Courses cannot grade
coursework or issue a certificate
of completion unless you have
agreed to and acknowledged
agreement certifying that you
have adhered to this Honor Code
and Study Policy.
In the event Care Courses in
its sole discretion determines
that the coursework is not your
own work, or that you did not
adequately study and comprehend
the course material, no certificate
of completion will be issued, and
other remedial action may be taken.
 Copyright © 2021 Care Courses. All rights reserved.
Permission is granted to print a single copy with payment of tuition to Care Courses. Credit is available only through Care Courses.
This document contains the same information as your online course and is provided for your convenience.
We do not require that you read both this document and the online course.
T his introductory-level course
presents ways to create a joyful
atmosphere for children and adults.
It includes many fun and innovative
activities to do with young children. It
explains why your work with children
is important. It also includes ways that
you can take care of yourself so that
you can fully appreciate the joy of car-
ing for young children.
Course Features
Learning Outcomes
This course begins with Learning Out-
comes. Read these before you read the
course. They will help you focus on the
important points of the course.
Course Preview
This course includes a Course Preview
with questions or statements relating
to the material covered in the course.
Think about the ideas in the Course
Preview as you study. The Course Pre-
view items are analyzed for you at the
end of the course.
Notebook Assignments
This course includes required Notebook
Assignments. One involves observ-
ing and assessing. Another involves
reflecting on what you have learned
and sharing it with other caregivers.
You will need a notebook or journal
(loose-leaf is recommended) for these
assignments. Information you record
will be helpful in your work. Keep your
notebook for your own reference.
Self-Checks
This course has True/False Self-Check
statements with answers provided.
Read each course section at least two
times before you attempt the Self-
Check. When you feel that you have
understood the material in the sections,
read each Self-Check statement and
decide if it is true or false. Re-read any
sections that gave you trouble.
Course Quiz
Read this course two times before
attempting its quiz. When you have
iv
Introduction
finished reading the course, return
to My Courses within your account
online and open your course to access
the Online Quiz.
End of Course Reflection
This course includes a section where
you will enter your reflection on what
you’ve learned.
Using What You’ve Learned
This course includes a section where
you will enter how you have imple-
mented (or plan to apply) what you’ve
learned in this course.
Speak with Trainer
All coursework is reviewed by Care
Courses. You may receive a request to
speak with a Care Courses trainer to
discuss your work on this course.
Documents
This course includes printable hand-
outs including our Cultural Compe-
tency in Child Care and Special Needs
in Child Care statements, and instruc-
tions on how to do an observation.
Vocabulary
The online Vocabulary section gives a
definition of terms used in the course.
Each term is defined in relation to its
use in the course.
Course Discussion Area
You will find an online discussion area
where you will share your ideas from
your Notebook Assignments with our
trainers and other students.
Regulations
This course has been written to comply
with most U.S. states’ child care regu-
lations. Review our online Regulations
section for excerpts of regulations from
a few select states that specifically per-
tain to content in this course.
References
A list of references used to create this
course is included in the online Refer-
ences section.
A Joyful Life of Caregiving – Introduction
Additional Resources
Want to learn more? Online you will
find Additional Resources where you
can learn more about what you’ve stud-
ied in this course.
Contact My Trainer
On the left-hand side of the online
area for this course is a Contact My
Trainer button. Use this button to ask
your trainer questions and to respond
to the discussion question included in
this section.
Getting the most out of this course
We want you to be successful with this
course: to receive your certificate as
well as be able to apply what you learn.
Follow these steps toward a successful
learning experience and they will help
you successfully pass this course:
• Read the course material at least
two times. You may be surprised
by what you notice on the second
reading.
• Take notes with pen and paper,
or underline and highlight as
you work through your course.
Writing out ideas by hand will
help you focus on key concepts
and remember them for your
assessments. Research shows that
taking handwritten notes greatly
enhances learning.
• Discuss the course with others:
coworkers, spouse, friends,
etc. Talking about it out loud
with other adults will help with
comprehension.
• Take a proactive approach
and implement in your facility
what you’ve learned. This will
reinforce what you’re learning
and make the courses come alive.
• Contact a Care Courses trainer for
assistance when you need it.
Happy Studying!
 Copyright © 2021 Care Courses. All rights reserved.
Permission is granted to print a single copy with payment of tuition to Care Courses. Credit is available only through Care Courses.
This document contains the same information as your online course and is provided for your convenience.
We do not require that you read both this document and the online course.
A Joyful Life of Caregiving
Course Preview
What do you think?
Consider the following statements
before you do this course. Do you feel
they are true or false? Think through
C
the reasons for your position on each
item. Keep these ideas in mind as you
do this course.
1. Choose the single most
important aspect of children’s
environments.
A. the quality and variety of toys
and equipment provided for chil-
dren’s use
B. the physical environment
C. the social and emotional
atmosphere
D. the variety of activities pro-
vided for the children
2. Select any of the following that
are appropriate actions for adults
who care for young children.
A. Treat children as miniature
adults.
B. Show respect for each child as
a worthwhile individual.
C. Make strict rules and enforce
them firmly and consistently.
D. Respect the fact that children
are helpless and unable to meet
their own needs.
E. Make teaching young children
to sit still and wait quietly one of
your top goals.
(These Course Preview items will be
analyzed at the end of this course.)
Learning Outcomes
After completing this course, you will
be able to
• discuss ways to create a joyful
atmosphere for children and
adults;
• discuss why your work with
children is important;
A Joyful Life of Caregiving
• determine the most important
aspects of children’s
environments.
Create a Joyful
Atmosphere
reating a joyful atmosphere can be
as simple as bringing excitement
to everyday activities and is essential in
order to make your days with children
a happy, rewarding experience—for
both you and the children.
Following is a collection of sugges-
tions, examples, and anecdotes from
real-life experiences to assist you in
this important and exciting adventure.
Bring excitement
to every day with
activities that keep
children engaged.
99 First, let us suggest that you keep a
box or basket of interesting games and
activities written on file cards. When
you and the children need inspiration
for a new activity, you or one of the
children can reach into the file and
bring out a “surprise” idea.
99 Children enjoy being involved in
planning as well as in doing activities.
Ask children to help plan activities on
things of interest to them. Integrate the
children’s interests into as many daily
activities as possible. Paying attention
to the children’s emerging interests is a
great source of inspiration and a guide
to which activities are appropriate.
Engage the children in choices as much
as possible.
99 Children love playing dress-up.
Ask parents to contribute cast-off adult
clothing or visit a thrift store.
99 Go camping—indoors! Set up a
small tent (or drape a blanket over
a table). Sing songs and tell stories
around a pretend campfire (a pile of
real twigs and branches or Lincoln
Logs). Let children tell about real
camping trips they have experienced
or what they imagine a camping trip
would be like.
99 Select three toys not normally used
together to encourage innovative play.
Example: small cars, construction
paper and scissors, and unit blocks
might lead to interesting parking
garages or racetracks.
99 Encourage children to reenact
stories based on favorite books.
Creating simple props and models
of the characters or big ideas from
books allows children to interact with
the material and makes the material
come alive. Example: Encourage the
children to build three types of houses
for stuffed animals using different
materials (twigs or tinker toys; blocks;
pillows and cloth). Then read Three
Little Pigs.
99 Enjoy an indoor water day with
bowls and measuring cups, dolls to
bathe, doll clothes to wash, and toy
boats to float. Children can make
their own sailboats with walnut shells,
toothpicks, glue, and paper for the sail.
For those of you who are working
with children under three years old
(and any other children who tend
to put items in their mouths), mate-
rials should be at least 1¼ inch in
diameter and 2¼ inches in length.
Oval toys should be at least 1¾
inch in diameter.
Try these fun activities
with the children
in your care.
99 Plate Skate!
Toddlers and preschoolers: Give each
child two small paper plates to place
under his or her feet. Move tables and
other items to the edge of the room to
create a “skating rink.” Children will
love to pretend they are skating!
99 Many Different Houses
Toddlers and preschoolers: Display
photographs of homes from around
1
 Copyright © 2021 Care Courses. All rights reserved.
Permission is granted to print a single copy with payment of tuition to Care Courses. Credit is available only through Care Courses.
This document contains the same information as your online course and is provided for your convenience.
We do not require that you read both this document and the online course.
the world in your construction/block
area. Talk with the children about the
different types of homes. Children will
be inspired using different designs in
their own constructions. Add photos of
bridges, industrial buildings, skyscrap-
ers, etc. Provide blueprint paper and
markers for children to design their
own houses. This activity can lead to
rich conversations about construction.
99 Hanging Jugs
Preschoolers: String a rope from wall to
wall and hang empty gallon water jugs
from varying lengths of rope. The chil-
dren use water noodles to hit the higher
water jugs and use their feet to kick the
water jugs close to the ground. Chil-
dren love this activity! The jugs make a
very satisfying sound when struck with
feet or with the water noodle, and the
jug swings right back to them on the
rope to try again.
99 Blanket Toss
Preschoolers: Using a blanket, para-
chute or sheet to toss a ball is always
a favorite, and you can also have the
children run underneath as you throw
it up in the air.
99 Bean Bag Toss
Toddlers and preschoolers: One simple
activity that children enjoy is throw-
ing bean bags into a bucket. Move the
bucket farther away for older children.
99 Dance Party!
Toddlers and preschoolers will enjoy
dance parties. Most children love to
dance, and you can make up games as
you go along. Try dancing as differ-
ent characters. Or animals. Guessing
which animal a child is imitating is fun
for everyone.
99 Sponges & Buckets
Preschoolers: Use sponges and buckets
of water outdoors when it’s hot. Fill up
a bucket with water, have the children
line up, grab a sponge, and run toward
the bucket. As they run past the bucket
they will try to toss their sponges in the
bucket. Then, each child runs back to
get in line and do it again. This game
has the potential to get everyone very
wet!
2 A Joyful Life of Caregiving
Children love search-
and-find games.
99 Peek-a-Boo
Older infants and toddlers will enjoy
this peekaboo game. Loosely drape
a cloth over the head of a doll or toy
animal then exclaim “peekaboo” as
you quickly remove the cloth. Drape a
cloth over your own head and quickly
remove, again exclaiming “peeka-
boo!” As the child is able, assist the
child in placing and removing the cloth
using a doll or stuffed animal, then
have the child perform the process
independently.
99 Treasure Hunt
Preschoolers: Begin by collecting
rocks outside. You can either go around
your neighborhood with the children
collecting rocks, or find and hide them
around your play area in advance so
that the children can find them in the
play area. After the children have col-
lected their rocks, clean them and have
the children paint them with shades of
golds, yellows, and oranges. Let the
rocks dry and then hide them when the
children are not watching.
During your afternoon playtime (either
indoors or outdoors), begin by telling
the children a story about the pirates
who visited during nap time and hid
the treasure rocks all around your play
yard (or indoor area). Show the chil-
dren your “treasure chest” box or bas-
ket and tell them on the count of three
they can go hunt for the treasure and
bring it back to the basket. Perhaps
you could play the soundtrack to the
movie Pirates of the Caribbean while
the children search. Allow the children
to create their own stories, dramatic
play, and games. This activity can go
in many different directions as long as
you keep it open-ended and watch as
the children come up with new ideas.
99 Scavenger Hunts
Preschoolers love search-and-find
scavenger hunts and the variations are
numerous. Start with these:
• Give each child an object and
have the child search for another
just like it (or different object,
same color; same object, different
color).
• Have each child search for a
certain number of objects of a
given color (or shape, use, etc.).
• Give each child a picture or
drawing of object(s) to search for.
• Hide an object for each child to
locate. For each object, prepare a
set of clues (drawings or words)
that indicate the next place to
look. Use a different color of
paper for each child. Place the
clues appropriately and give the
first clue to the child. (Example:
First clue shows rocking chair.
Child finds next clue behind the
cushion in the rocking chair. This
second clue shows doll bed. Child
finds third clue under doll bed.
Third clue shows window. Child
finds fourth clue on windowsill.
Etc.)
99 What’s in the Sand?
Toddlers and preschoolers: Hide plas-
tic letters in small tubs of sand for a
game of search-and-find. Provide large
tweezers or tongs for grasping letters.
Children enjoy the tactile stimulation
of this activity as well as mastering the
use of the tweezers. And each discov-
ery is a delight.
99 Color Matching
Older toddlers and preschoolers: At
clean-up time, ask the children to go
around the room looking for a toy of
a particular color. “Find a blue toy!”
you might say. As the children search,
name the color of each object they find.
When everyone has a toy of the target
color, have everyone put the toys away.
Then, choose the next color! After the
children are familiar with this activity,
they can take turns being the “leader”
and naming the color to look for.
Try these cooperative
games.
Working with others gives children
opportunities to feel useful and to
experience being a valuable part of a
group. Working with others gives them
opportunities to learn how to cooper-
ate, to give help, and to accept help
from fellow members of the group.
Cooperative games provide opportu-
nities for children to give help, accept
 Copyright © 2021 Care Courses. All rights reserved.
Permission is granted to print a single copy with payment of tuition to Care Courses. Credit is available only through Care Courses.
This document contains the same information as your online course and is provided for your convenience.
We do not require that you read both this document and the online course.
help, and work together to achieve a
common goal.
99 This Ain’t No Piano is a fun game
that works well for groups of 5–12
children. It is one of 30 fun cooperative
games and activities included in
Susanne Wichert’s book, Keeping the
Peace.
Directions for This Ain’t No Piano:
Explain that you want to build a musi-
cal instrument out of the children.
One by one, have children lie on the
floor on their backs—side by side like
piano keys. As each child is placed in
position, ask the child, “What is your
sound?” Any sound the child can make
with his or her mouth is okay. The child
must keep the same sound throughout
the activity.
When all children are in place, you are
ready to be the conductor and “play”
the instrument. A child makes his or
her sound when you touch the child’s
forehead or the top of the child’s head.
If a child is not comfortable with being
touched, hold your hand over the child.
The child will continue the sound as
long as you are touching or holding
your hand over the child. After chil-
dren are familiar with the procedure,
let them take turns being conductor.
99 Mixed-Up Puzzles, another
cooperative task completion game
from Keeping the Peace, gives children
opportunities to help others and to
receive help from others. This game
works well for 4–8 children.
Directions for Mixed-Up Puzzles:
Select one puzzle for each participant,
matching the difficulty of the puzzles
to the skill level of the individual chil-
dren. Dump all puzzle pieces in the
middle of a table (preferably a round
table). Invite the children to sit around
the table and give each child the frame
of the puzzle you selected for that child.
Explain that while all group members
have their own puzzle to complete, the
game will not be finished until every-
one’s puzzle is completed.
Deal the puzzle pieces out to the chil-
dren making sure each child has no
more than a few pieces that belong to
that child’s puzzle. Ask the children
to display the puzzle pieces they have
been dealt so the pieces can be easily
A Joyful Life of Caregiving
seen by other group members. Children
then ask each other for specific puzzle
pieces, using words to describe the
piece they want. Be prepared to help
children with this communication as
needed.
Children are typically delighted to help
each other. They often enjoy trading
puzzles and repeating this game.
Open-ended, self-directed
play allows children to
Open-ended, self-directed play allows
children to
• follow their own curiosity,
• experiment with a variety of
approaches to reach a goal, and
• keep trying until they feel
successful.
Open-ended toys can be used in many
different ways and promote experimen-
tation and creativity. Blocks, miniature
people and animals, cars and trucks,
play food, dress-up clothes, puppets,
a water table with pouring cups and
floating toys, a sand table with hidden
toys to discover, and shovels and pails
all allow toddlers to experiment and
use their imaginations.
Close-ended toys have a defined use
and point at which the activity is com-
plete. Puzzles and shape sorters are
examples of close-ended toys. There is
a clear purpose to these types of toys
and once assembled, children typically
move on to the next activity. These
toys are good for building attention
and completing tasks, but they do not
encourage creativity.
99 Dramatic play is often called
symbolic play or pretend play, and
when it involves taking on roles, it is
called sociodramatic play.
Children under 18 months old use real-
istic props to imitate familiar activities.
For example, they may use a spoon
to feed a doll. Between 2 and 3 years
of age, children combine individual
actions together to create a sequence.
For example, feeding a doll by using
toy foods, then telling it it is time for
a nap, putting it to bed and covering it
with a blanket, while interacting with
the toys. Three-year-olds start pretend-
ing that toys have a voice, and do not
rely on realistic props. They may use
a block as a phone to call a parent.
Between 3 and 6 years of age, chil-
dren engage increasingly in sociodra-
matic play and role playing becomes
complex. The child may pretend to be
a mother taking the doll to the doctor,
while another child pretends to be the
doctor.
During advanced dramatic play, chil-
dren may remove themselves from the
story and act as directors, for example
making toy people and animals interact
with each other. They will create and
participate in complex role plays with
their peers. The stories they are reen-
acting are not strictly based on their
own experiences. The role plays may
be inspired by a book they read, or by
favorite movie heroes.
99 Blocks are a particularly good
example of open-ended play. Blocks
provide opportunities for almost
unlimited open-ended play for children
of all ages.
The block center is a favorite among
the children in Sylvia’s preschool class.
She is constantly delighted by the
complexity of the structures they cre-
ate. Some class members have begun
extending their block play beyond
construction.
Daniel particularly enjoys grouping
blocks by size and shape. He delights
in naming the various shapes and call-
ing attention to the relative sizes of the
sets he has assembled.
Some children use blocks for math-
related experiences. Margo and Steve
constructed stairs with blocks then
took turns walking their fingers up the
stairs, tapping a finger on each block
in sequence—demonstrating their
grasp of the concept of one-to-one
correspondence.
Video Segment
Return to the online version of this
course to view the video Sponges
Grow.
3
 Copyright © 2021 Care Courses. All rights reserved.
Permission is granted to print a single copy with payment of tuition to Care Courses. Credit is available only through Care Courses.
This document contains the same information as your online course and is provided for your convenience.
We do not require that you read both this document and the online course.
Fun Outdoor Activities
99 Dance to music outdoors. Dancing
to music is fun indoors; when the
weather permits, it can be even more
fun outdoors. Try something new such
as a polka or reggae or Riverdance
soundtrack. Provide ribbons or scarves
to wave and/or stuffed animals for
dance partners.
99 For an outdoor water day, provide
buckets of water and cups for pouring,
bins of water with toys that float or
sink, and/or an outdoor sand/water
table for children to explore the effects
of water mixed with sand.
99 Provide large brushes and plain
clear water for painting outside on
the playground, sidewalks, or patio.
It is not uncommon for children to be
engrossed in this activity for a long
time! The water will dry quickly.
99 Go on field trips. Talk with children
(and parents) about places they might
find interesting. After the trip, invite
children to make drawings or paintings
related to the experience and dictate a
caption for you to write. Display the
children’s drawings around the room
or the children can create books out of
their drawings. They can connect the
drawings into a book about the field
trip by using hole punchers and ribbon,
glue, or staplers. Provide support as
needed. The children may want to take
their books home or use them to recall
their experiences at circle time.
Please Note: You must follow all of
your state’s child care regulations.
Obtain written consent from each par-
ent for any transportation that is pro-
vided or arranged by you. Some states
may require you to use specific permis-
sion forms when obtaining parental
consent.
99 Invite people in your community to
visit your program. Examples: Invite
fire fighters to bring a fire truck or
county workers to bring a bulldozer
for children to explore. Invite fire
fighters or police officers to come and
talk about their work. Invite a librarian
to bring a selection of library books
to read to the children as well as talk
about visiting the library. Invite a local
artist to demonstrate an interesting
technique and show the children how
4 A Joyful Life of Caregiving
to do it. Invite parents to share a hobby
that interests children. Self-Check 1 – True or False?
99 Visit the library for their story hour. The Self-Checks in this course are
99 Walk the neighborhood around designed as a review of the sections
your facility. Have the children identify you have just studied. For each state-
new things they never saw before. ment write “T” for true or “F” for false,
They could collect leaves, rocks, and then check your answers. For each false
sticks. Talk about the types of trees, statement, an explanation is provided
flowers, and insects they observe. Talk for why the statement is not true. Re-
with the children about the architecture read the material that relates to any
of the buildings in the neighborhood. Self-Check items you missed. Self-
Stop at a grocery store if there is one in Checks are not graded by Care Courses.
the neighborhood and model selecting ___ 1. Creating a joyful
fresh fruit which you can use later for atmosphere for the children and
snack time. yourself can be as simple as
99 Ask your own family and friends bringing excitement to everyday
about their fondest memory of activities.
childhood activities and see how you
___ 2. Asking children for help is
can integrate these ideas into your own
never recommended.
program. Pose the same questions to
the parents of the children in your care. ___ 3. Working with each other on
projects builds children’s self-
Notebook Assignment: Share Activities
What is a Care Courses Notebook Assignment?
Notebook assignments are exercises designed to help you integrate and apply
what you have learned in this course into your child care setting. These assign-
ments will enhance your learning experience and make the concepts you learn
in this course come alive. Notebook assignments are for your use during and
after your work on this course. Keep your notebook for your own reference.
Notebook assignments are for your use during and after your work on this
course. Keep your notebook for your own reference.
Your Assignment
We hope you are finding your days caring for children to be filled with joyful
experiences—joyful for you as well as for the children.
In your journal or notebook, make notes about activities you have used that
keep children engaged and give them joy. Include as much detail as possible.
Note
• any equipment required;
• the age or age range of children for whom the activity is appropriate;
• whether the activity is best for indoors, outdoors, or either location;
• the approximate length of time required for the activity;
• any special considerations to ensure success of the activity;
• what the children found most appealing about this activity;
• what you found most joyous about this activity.
Share your discussion of this activity with other caregivers in the student dis-
cussion area online under Notebook Assignment: Reflect and Share.
Be sure to read other caregivers’ suggestions. The discussion board is filled
with great ideas!
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This document contains the same information as your online course and is provided for your convenience.
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esteem as well as their feelings
of belonging, empathy, helping,
and cooperation.
___ 4. Creating simple props and
models of the characters or big
ideas from children’s favorite
books helps bring literature to
life for young children.
___ 5. Search-and-find scavenger
hunts are likely to confuse or
frighten young children and are
thus not recommended.
Answers
Statements 2 and 5 of Self-Check 1 are
false. All other statements are true. Please
review the following explanations.
2. Children enjoy being involved in
planning as well as in doing activities.
Ask children to help plan activities on
things of interest to them. Integrate the
children’s interests into as many daily
activities as possible. Paying attention
to the children’s emerging interests is a
great source of inspiration and a guide
to which activities are appropriate.
Engage the children in choices as much
as possible.
5. Search-and-find scavenger hunts,
which provide opportunities for chil-
dren to develop problem-solving skills,
are fun, beneficial, and recommended
for children of all ages.
Show Respect
for Children
M ore than anything else, young
children need positive relation-
ships with caring adults who accept
and respect each child as a worthwhile
person. This is because children who
feel accepted and respected develop
positive self-esteem. Self-esteem is the
evaluation of oneself as an individual
who has importance and who is able to
meet life’s challenges.
Children need a stimulating learn-
ing environment. They need exciting,
enjoyable activities. They need inter-
esting and challenging play equipment.
They need freedom of choice as well as
structure and predictability. They need
clear and reasonable rules and bound-
aries. But the most important thing that
A Joyful Life of Caregiving
each child needs is to be respected as
an important, worthwhile individual.
Thus, the social and emotional atmo-
sphere is the most important aspect
of children’s environments. Even the
most pleasant, well-designed physical
space filled with stimulating toys and
equipment will not be a joyful place in
which children can thrive if the social
and emotional atmosphere is negative.
Show respect for children. Respect-
ing children as worthwhile individuals
is the most important thing you can do
for them.
99 Interact with children authentically
and with energy, creativity, humor, and
love.
99 Provide safe, welcoming,
“yes” space in which children feel
comfortable and at home—a hazard-
free environment in which children can
feel relaxed and safely explore and try
new things. Most children’s memories
of their child care experience are stored
as tactile sensory impressions. Arrange
furniture and play materials to meet
children’s needs. Child-size furniture,
a place for personal belongings, and
play materials within children’s reach
provide both physical and emotional
comfort.
99 Be ready for children before they
arrive.
Review the day’s schedule and com-
plete preparations for the day’s activi-
ties in advance. Have back-up plans
in case an activity doesn’t work as
expected.
99 Be consistent yet flexible.
Young children need to feel secure.
Knowing what to expect in their envi-
ronment and daily routines helps them
feel secure. While each day’s activities
should include variety, children need
to be able to count on some aspects of
their day and their environment staying
the same. Consistency in arrival and
departure time procedures as well as
snack, lunch, and nap time procedures
(if applicable to your program) as well
as consistency in toileting and clean-
up procedures contribute to children’s
sense of security.
While consistent, predictable daily rou-
tines help children feel secure, strictly
following the same exact daily routines
at all times is neither necessary nor
desirable.
Flexibility is also essential. Opportuni-
ties to do unusual things that are fun or
interesting, a special visitor, a field trip,
or seasonal activities are good reasons
to alter the usual schedule. However,
even for a special activity or event,
keep snack, meal, and nap times the
same. Alter these and expect problems.
Children’s basic needs remain the
same even on special occasions. They
will not feel joyful when overtired or
hungry.
Pay Attention
to Children
P
aying attention to children shows
that you respect them. Smile and
welcome children and parents as they
arrive each day. Let children know you
are happy to see them and spend your
day with them. Greet each child by
name. Talk with each one about some-
thing important to that child. Help each
child move from parent to an activity
of interest to the child.
Spend time getting to know and under-
stand each child. Remember children’s
names. Call children by their name.
Have time for children throughout the
day. Give them attention before they
demand it.
Carry on spontaneous conversations
with children. Get on the child’s eye
level when speaking to or listening to
children.
Notice what children are doing and
what they are interested in.
“I see your new shoes, Tamisha.”
“You colored big red circles, Pablo!”
Talk with children about what they
like to do, what they are interested in
exploring, and what they want to learn
about.
Give positive feedback frequently, not
just after a major accomplishment. And
don’t limit positive feedback to success
in following instructions. Recognize
and acknowledge positive behaviors in
an objective manner.
5
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“It was kind of you to share your trucks
with Barbara. She was feeling left out,
and now she’s having fun.”
Show appreciation for children’s
efforts. Children are more interested in
the process than the product.
Smile at children. Laugh with them. If
hugs and pats are allowed in your cen-
ter, and if you are comfortable doing
so, be generous with hugs and pats and
winks. Show by your manner that you
value the time you spend with children.
Children need those around them to
know they are there and to believe they
are important.
Give children your undivided attention
when they speak to you. Listen to what
they have to say without interrupting
them. If it is absolutely impossible for
you to give them your attention right
that minute, explain why, when you
will be free, and give them your full
attention as quickly as possible.
Provide interesting and challenging
activities for the children. Include chil-
dren in planning the activities. Use
their ideas whenever possible.
Be genuine and sincere. Children are
quick to recognize insincerity and dis-
honesty. Avoid sarcasm. Children may
not understand your meaning and may
instead experience your statements as
an expression of negative energy.
Children do not need to believe that
adults are flawless. Never be afraid
to admit it if you are wrong. Children
can accept—and share with you—their
own imperfections more easily if they
realize that you, also, are imperfect.
Rules and Boundaries
Y our respect—or lack of respect—
for children can be observed in the
way you make and communicate rules
and boundaries for them and the way
you give them directions.
99 Make rules clear and reasonable.
Children need limits and boundaries.
Knowing that an adult is in charge
gives children a sense of security.
Make sure rules are reasonable and that
they are clearly understood by the chil-
dren. When possible, involve children
in making rules.
6 A Joyful Life of Caregiving
State rules in simple, clear language.
State what children can do rather than
what they cannot do.
“The sidewalk is for riding tricycles.
The street is for cars.”
“Walking feet are for indoors. Running
feet are for outdoors.”
Give children reasons for rules.
99 Give directions in a respectful
manner.
The manner in which you give direc-
tions to young children can either
inspire cooperation or incite rebellion.
Cooperation is more joyful.
Go to where the child is. Avoid yelling
a direction from across the room.
Maintain eye contact with the child
throughout the conversation. Be spe-
cific. Communicate clearly what needs
to be done. Let your face and voice tell
the child that what you are saying or
doing is important.
Give directions one at a time, at the
place you want the action done.
Give directions at the time you want
the action done, but give children
advanced notice when changing from
one activity to another.
“We’ve had fun at the park! Now it’s
time to get ready to go.”
As with rules, state directions in posi-
tive rather than negative terms.
“I need to hear what Naomi is telling
me. Please take the drums over to the
music corner.”
rather than
“Don’t make so much noise.”
Tell children what they can do before
you tell them what they can’t do.
Keep Interactions
Positive
P ositive interactions show respect
for children.
99 Help children meet their own needs.
Young children need (and thrive on)
a “yes” environment. If you find you
are saying “no” to children often, it’s
time to make adjustments to their
environment.
Children have a natural desire to meet
their own needs, and they experience a
great sense of joy when they are able
to do so. It is your responsibility to
provide opportunities for children to
achieve many such successes.
Example: Young children are naturally
curious. Hands-on exploration of their
environment is an essential part of their
learning process. (Children who are not
curious and who are not interested in
exploring their environment are the
ones that should cause concern.)
Anticipating children’s needs requires
knowledge of child development as
well as knowledge of the specific needs
of each individual child. Having a good
understanding of child development—
how children learn, children’s specific
needs at each stage of their develop-
ment, how children’s abilities develop
and change—is essential for all early
childhood professionals. Having such
an understanding shows respect for
children.
99 Use positive guidance techniques.
Having control over themselves starts
with children learning self-regula-
tion—the ability to understand and
reduce the intensity of one’s reaction to
stimulation. When a child can regulate
the intensity of his or her reactions, the
child will not become overwhelmed by
strong feelings. The ability to self-reg-
ulate ultimately leads to what is called
self-control—the ability to manage our
impulses and behaviors. The ability to
self-regulate precedes the development
of self-control.
Positive guidance refers to helping
children develop self-control and learn
appropriate, effective ways to meet
their own needs while recognizing and
respecting the needs of others.
Sometimes one child’s needs conflict
with those of another child. Perhaps
two children want the same toy at the
same time. Or one child may want the
adult’s attention when the adult is busy
with someone else. Sometimes during
a group activity an individual child’s
needs—hunger, fatigue, boredom—
lead to behavior that is in conflict with
the expectations for the circumstances.
Whatever the circumstances and what-
ever the cause of children’s challenging,
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This document contains the same information as your online course and is provided for your convenience.
We do not require that you read both this document and the online course.
disruptive, troublesome behaviors, They need the help of an understanding to meet? In circumstances that involve
these are not “bad” behaviors and chil- adult to ensure that their needs are met. group activities, are one child’s needs
dren are not “bad” or “naughty.” They shared by other members of the group?
Rather than reacting to children’s inap-
are simply expressing their needs in the Acknowledge children’s needs. Work
propriate actions in a negative man-
ways they know how to do so. Children with children to find appropriate solu-
ner, look for the reasons behind these
do not need to be corrected or scolded. tions. Your positive, respectful reaction
actions. What needs are children trying
will encourage children’s cooperation

Notebook Assignment:
Observe, Record, and Assess
A Word on Observations Before Your Assignment
In your notebook assignment you will be conducting an observation. Here we explain some key concepts regarding
how to observe children in your care.
Observing children as a method of collecting information about children’s learning and development involves watch-
ing children’s activities and behaviors in an objective way. Observation is the best way to
• monitor children’s growth and development.
• assess children’s ongoing individual needs.
• identify children who might benefit from special services.
• identify aspects of the curriculum that are functioning well.
• identify aspects of the curriculum that need to be adjusted.
Refer to the “A Word About Observations” handout located in the Documents section online to read more about the
importance of observations.

Your Assignment
Select a child who has some difficulty with self-regulation and self-control and/or respecting the needs of other members
of the group. For the purpose of this Notebook Assignment, we will call this child the “Observation Child.” Observe this
child’s behavior over the course of a few days and record your observations in your notebook. For each problem incident
you observe, note
• the activity in which the observation child was involved at the time of the incident;
• the time of day the incident occurred;
• who else was involved in the incident;
• the observation child’s actions (both those actions that were appropriate and those that were not appropriate);
• the other child(ren)’s response(s) to the observation child’s actions.
Do you detect any pattern present in the observation child’s inappropriate behaviors?
Select at least one of the incidents you have recorded for analysis. Think about the following and enter your analysis in
your notebook:
• What underlying or background situation or circumstance might have prompted the observation child’s
inappropriate actions?
• What need does it appear that the observation child was attempting to meet?
• How did you react to the observation child’s inappropriate behavior?
• Was your reaction helpful? Explain.
• If your reaction was not helpful, how might you have reacted in a more helpful manner?
• In hindsight, what actions might you have taken to prevent this occurrence?
• What actions do you plan to use in the future to prevent additional such occurrences?
Observing, recording, and assessing can be a very helpful tool in your work with children. As noted in the previous sec-
tion of this course, your observations will also help you match activities and teaching methods to individual children’s
changing needs, interests, and skill levels so you can help each individual child move forward.

A Joyful Life of Caregiving 7

 Copyright © 2021 Care Courses. All rights reserved.
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This document contains the same information as your online course and is provided for your convenience.
We do not require that you read both this document and the online course.
and allow all concerned to learn some-
thing positive from the experience.
Acknowledge children’s strong feel-
ings, but set limits. If one child’s
actions harm another child, state this in
a kind, nonjudgmental way. “Are you
feeling angry? It’s okay to be angry, but
hitting hurts. Hitting is not okay.” Then
help the child work out an appropriate
solution.
Regardless of the circumstances,
always speak to children in a kind,
natural, well-modulated voice and in a
respectful, non-condescending manner.
Never scold, shame, belittle, ridicule,
or otherwise treat a child in a humili-
ating or punitive manner. This accom-
plishes nothing positive and may cause
the child to feel resentment or hostility
toward you.
Appreciate the Value
of Your Work
R emember how important the chil-
dren in your care are, how you can
affect the world through them, and how
important you and your work with chil-
dren are to the future of your country.
Many people think that just about any-
one can provide appropriate care and
education for young children. This is
simply not so. Effective caregivers/
teachers of young children must be
able to meet the physical, social, intel-
lectual, and emotional needs of the
children in their care—and keep their
self-control at all times, even when
things get tough. This is a tall order.
But the high value that child care pro-
fessionals deserve is not based solely
on the number and complexity of their
duties and responsibilities. This profes-
sion is important because caregivers
work with our society’s most important
resource—its children.
Create Your Purpose
Statement
U sing her favorite font and colorful
paper, Maria printed a statement
explaining why she chose to spend her
days with children. She helped the chil-
dren make their hand prints around the
edges of a larger piece of paper, taped
her vision statement in the center, and
8 A Joyful Life of Caregiving
hung it where she (and others) would
see it often. Seeing it every day helped
Maria remember why she chose this
profession … even on the tough days.
“I choose to spend my days with chil-
dren because not only is it fun but it’s
also an amazing feeling knowing that
you are teaching a child something
new. It is also great just sitting and
talking with a young child, for the fact
that it is probably one of the most hon-
est conversations you will ever have.
Reading a “funny book” to a child for
the first time is great because seeing
the genuine smile and laughter ... is
unlike any feeling ever.”
“I choose to spend my days with chil-
dren because it makes me feel that I’m
contributing in my own small way to a
brighter future.”
Appreciate That
Children Are Children
R emember that young children
are not miniature adults.
Young children are not capable of think-
ing and acting like adults. For joyful
days, you must understand each indi-
vidual child’s characteristics, abilities,
and needs, and base your expectations
accordingly. Expectations that ignore
children’s capabilities are unreason-
able, and unreasonable expectations
are a major joy killer. Children feel
disappointed and unworthy when they
cannot measure up to adults’ expecta-
tions—even when these expectations
are unreasonable and unrealistic.
Example: Young children are by nature
active. Expecting them to sit and do
nothing while waiting for an activity
to begin is unreasonable and definitely
not a pathway to joy.
Remember that children go through
phases and these, too, shall pass.
Some of children’s phases are more
challenging for adults than others. At
one time or another, all children engage
in behaviors that adults find challeng-
ing. Don’t take these behaviors person-
ally. An appreciation of the function of
children’s challenging behaviors can
help you maintain a joyful spirit as you
support children’s joy in their develop-
mental progress. Here’s an example:
Visiting Maria’s child care, Sam’s
mother smiled at a note on the wall
that stated, “Toddlers say NO! It’s
NORMAL!”
“It’s true!” Sam’s mom agreed.
“When I feel stressed, it helps to remind
myself that children need to make deci-
sions and have some control of their
actions,” Maria replied. “This is when
the road to independence begins. ‘No’
is not only normal, it’s absolutely
necessary!”
Self-Check 2 – True or False?
___ 1. The social and emotional
atmosphere is the most
important aspect of children’s
environments.
___ 2. The best caregiver attitude
to foster a joyful atmosphere
is one that shows respect for
children.
___ 3. The ideal time to plan the
day’s activities is after children
arrive.
___ 4. Children need limits and
boundaries.
___ 5. It is seldom necessary to
give children your undivided
attention when they are
speaking to you.
___ 6. It is important to remember
how important you and your
work are to the children.
___ 7. Young children are seldom
affected emotionally when they
fail to measure up to adults’
expectations.
___ 8. It is important to train
children to sit quietly and do
nothing while they are waiting
for a scheduled activity to begin.
___ 9. Children are more
interested in the product or
outcome of their actions than in
the process.
Answers
Statements 3, 5, 7, 8 and 9 of Self-
Check 2 are false. All other statements
are true. Please review the following
explanations.
 Copyright © 2021 Care Courses. All rights reserved.
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This document contains the same information as your online course and is provided for your convenience.
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3. Planning the day’s schedule and
completing preparations for the day’s
activities should be done before the
children arrive, and back-up plans
should be ready in case a scheduled
activity doesn’t work out.
5. Always give children your undi-
vided attention when they speak to
you. This shows respect for the child.
Listen to what they have to say with-
out interrupting them. If it is absolutely
impossible for you to give a child your
undivided attention right that minute,
explain why, tell the child when you
will be free, and get back to the child
as quickly as possible.
7. Children feel disappointed and
unworthy when they cannot measure
up to adults’ expectations, even when
these expectations are unrealistic and
unreasonable.
8. It is not appropriate to expect
young children to sit quietly and do
nothing while waiting for the next
activity. Young children are by nature
active. Teachers and caregivers should
recognize this important characteristic
and realize that planning for transitions
is just as important as planning for any
other activity.
9. Children are more interested in
the process than in the product. Thus,
it is important to show appreciation for
children’s efforts.
Minimize your
physical fatigue.
99 Make your environment convenient,
comfortable, and easy to care for.
Locate materials and supplies near the
place where they will be used. Place
waste baskets near art tables. Take a
beach towel or picnic blanket outdoors
for play time.
99 Get the children to help with pick-
up and clean-up tasks. Make these
chores into a game. Make up special
songs to accompany the work. We
recommended one game earlier in this
course.
99 Breathe. It’s amazing how often we
forget to fill our whole lungs.
99 Take stretch breaks throughout
the day. Invite the children to join in
A Joyful Life of Caregiving
touching toes, reaching for the sky, and
making large and small circles with
arms.
99 Develop a cooperative arrangement
with other staff members for times
when you (or they) need a break at a
tough moment.
99 Eat wisely. Proper nutrition protects
your health and ensures that you will
have the energy required to meet
children’s (as well as your own) needs.
99 Get plenty of sleep. Think about
how lack of sleep affects children.
Adults are not immune from the
negative effects of sleep deprivation,
even if these effects are not manifest in
exactly the same way as with children.
99 Engage in exercise and relaxing
leisure activities regularly.
Minimize your
mental fatigue.
99 Laugh a lot. Look for the humor in
everyday events.
99 Include music in your days. Soft
classical music has been shown to ease
stress in children, adults, and even
puppies. Try these classical pieces:
• Waltz of the Flowers and
The Sleeping Beauty Waltz
(Tchaikovsky)
• Clair de Lune (Debussy)
• Piano Concerto No. 21 and A
Little Night Music (Mozart)
• Etude Opus 10 (Chopin)
• Consolation No. 3 (Liszt)
• Canon in D Major (Pachelbel)
• Concerto No. 5 in F Minor BWV
1056 – Largo (Bach)
• Moonlight Sonata – Adagio and
Für Elise (Beethoven)
• Lullaby (Brahms)
Classical music isn’t the only comfort-
ing music that eases stress. Here are
more options:
• A Charlie Brown Christmas
(Vince Guaraldi Trio)
• The Very Best of Nat King Cole
(Nat King Cole)
• Quiet Time (Raffi)
• Dreamland World Lullabies
(Putumayo)
• Small Steps (Jim Brinkman)
• Ocean waves, gentle rainfall, and
other nature sounds.
99 Stay in touch with your thoughts,
feelings, attitudes, and values.
99 Think outside the box. Look for
unusual solutions to problems. What
would your best friend, mother, favorite
teacher, or someone else you admire
do? Try to turn difficult situations into
learning experiences.
99 List tasks you like least and
brainstorm ways to make boring jobs
easier and/or more interesting. Can you
trade tasks with another staff member?
99 Identify things that frustrate you.
Often the process of identifying the
problem will relieve your sense of
stress and allow you to move forward
in a positive way to solve the problem.
99 Try to think like a child. If you
are feeling stress because a child
is exhibiting challenging behavior,
imagine the situation from the child’s
point of view. Put yourself in the
child’s shoes.
Dream and Grow
99 Schedule a few minutes every day
to think about the most wonderful
life you would like to live, the most
wonderful days you would like to have
with the children, and the wonderful
adults they will grow to be.
99 Using a journal and your favorite
pen, describe clearly and precisely
the wonderful things you dream of.
Describe the rooms and grounds where
children will play, the activities, the
moods, and the outcomes.
99 Spend a minute of your journaling
time writing what you are grateful for.
99 Continue to learn and grow
professionally. Take courses related
to child development and education.
A thorough understanding of child
development not only shows respect
for the children with whom you work,
such an understanding is essential to
your success as an early childhood
professional.
9
 Copyright © 2021 Care Courses. All rights reserved.
Permission is granted to print a single copy with payment of tuition to Care Courses. Credit is available only through Care Courses.
This document contains the same information as your online course and is provided for your convenience.
We do not require that you read both this document and the online course.
99 Find a support group. A local
professional organization is a good
choice. Talking about issues related
to early childhood care and education
with others who also spend their days
with young children can help relieve
the sense of isolation that many early
childhood professionals feel.
Self-Check 3 – True or False?
___ 1. Just like the children you
care for, it is important that you
eat wisely, get plenty of sleep,
and regularly engage in exercise
and relaxing leisure activities.
___ 2. It is best to avoid
identifying things that frustrate
you.
___ 3. It is important for adults
who work with young children
to continue to learn and grow
professionally.
___ 4. Looking for unusual
solutions to problems (that is,
thinking outside the box) can
help minimize mental fatigue.
___ 5. Soft classical music can
ease stress in children as well as
in adults.
___ 6. To minimize your stress
level, it is best to avoid thinking
about those tasks you dislike.
Answers
Statements 2 and 6 of Self-Check 3
are false. All other statements are
true. Please review the following
explanations.
2. It can be helpful to identify things
that frustrate you. Often the process of
identifying a problem will relieve your
sense of stress and allow you to move
forward in a positive way to solve the
problem.
6. Thinking about annoying tasks
and brainstorming ways to make them
easier and/or more interesting can help
relieve stress and lessen mental fatigue.
Course Preview Analysis
At the beginning of this course we
asked you to consider the following
10
statements. Now that you have read
the course, think about the statements
Course Quiz
again and then read our analysis of the Please read this course two times before
statements below. attempting its quiz. When you have fin-
ished reading this course, return to My
Course Preview Statement 1. Courses within your Account and open
Choose the single most important
your course to access the Online Quiz
aspect of children’s environments. for this course.
A. the quality and variety of toys and
equipment provided for children’s use
B. the physical environment
C. the social and emotional atmosphere
D. the variety of activities provided for
the children
Analysis: Choice C is correct. The
most important aspect of children’s
environments is the social and emo-
tional atmosphere. Even in the most
pleasant, well-designed physical space
filled with stimulating toys and equip-
ment, children will not find the facil-
ity a joyful place to be, they will not
thrive, and you also will not feel joyful
if the social and emotional atmosphere
is negative.
Course Preview Statement 2.
Select any of the following that are
appropriate actions for adults who
care for young children.
A. Treat children as miniature adults.
B. Show respect for each child as a
worthwhile individual.
C. Make strict rules and enforce them
firmly and consistently.
D. Respect the fact that children are
helpless and unable to meet their own
needs.
E. Make teaching young children to
sit still and wait quietly one of your top
goals.
Analysis: Choice B is the only action
that is appropriate for adults who care
for young children. Respecting chil-
dren as worthwhile individuals is the
most important thing you can do for
them. Review the course material for a
discussion of the other answer choices.
A Joyful Life of Caregiving
 Copyright © 2021 Care Courses. All rights reserved.
Permission is granted to print a single copy with payment of tuition to Care Courses. Credit is available only through Care Courses.
This document contains the same information as your online course and is provided for your convenience.
We do not require that you read both this document and the online course.

End of Course Reflection

Y our role as an early childhood professional is extremely important in the

lives of the children in your care. Care Courses’ mission is to provide you
with the knowledge and skills to help you succeed in this role.
Take a few moments to reflect on the ideas and concepts presented in this
course. Then, read the questions below and enter your response in the End of
Course Reflection section online.
Based on what you have learned in this course, what aspect of an early child-
hood program is the most important in order to ensure that children will thrive
and have joyful days? Why is this aspect more important than any other aspect
of early childhood programs? Your answer should be at least one paragraph in
length and should be your own work.

Using What You’ve Learned

W e look forward to learning how you have applied the material that you
have studied in this course in your work. For this assignment, you will
write about using the course information in the real world.
First, take a few minutes to look back through the course and make a list of
ideas that can be applied in the real world and that you feel will be helpful in
your work. You can make this list on paper or on your computer. Then, after
you have given some thought to the ideas you have listed, give a detailed
answer to one (or both) of the questions below. Your answer should be at least
one paragraph in length and should be your own work. Use additional paper
if you need more space for your answer. If you are not currently working in a
child care setting, you should only answer Question 2.

Question 1: What ideas from this course have you used in your work with
young children? For each idea that you list, include a statement telling us what
effect it has had.
Question 2: What ideas from this course could you use in the future? For each
idea that you list, tell us why you have chosen this idea and what effect you
believe it will have.