Volume 1, Issue 19
1st Quarter 2013-2014
Cariño Early Childhood News Check Us Out on the UNM Continuing Education Website! Are you looking for more information about the Cariño Program? Do you want to see what early childhood trainings are being offered?
Wherever you go, no matter what the weather, always bring your own sunshine.
The UNM Continuing Education website has all the information you need to stay on top of the latest Cariño news.
http://dce.unm.edu/
Anthony J. D'Angelo
UNM Cariño Early Childhood Training & Technical Assistance Program Early Childhood Services Center UNM Continuing Education 1634 University Blvd MSC07 4030 Albuquerque, NM 87131 505-277-1371 Office 505-277-8975 Fax
Cariño Program Director Malisa Kasparian 277-0954 Training & Development Consultants Inclusion Sheryl Faulconer 277-1260 Linda Littlewolf 277-6031 Training & Development Consultants Janet Gagliano 277-1039 Luisa Chavez-Scott 277-1000 Amanda Williams 277-1348 Joel Casas (Bilingual) 277-1590 Training Coordinator Dawn Gibson
277-0593
Verification Manager Amy Bazan
277-1469
Registration Admin Assistant Vacant 277-1371 General Information & Training Registration
277-1371
If you have any questions or comments regarding the UNM Cariño EC TTAP Newsletter contact Malisa Kasparian.
From the UNM Continuing Education home page simply go to the course link on the red toolbar and select Cariño Early Childhood TTAP from the drop down list.
Electronic Newsletter Requests Would you prefer to receive the Cariño newsletter via email? If yes, please send your request to Malisa Kasparian at mkaspari@unm.edu. Indicate in the subject line “Electronic Newsletter Request” and you will be automatically added to our email distribution list. Inside this issue: The Wisdom of Play—Introduction, Play Related Resources Brain Research!, The Wisdom of Play—Time New Training Opportunities—Early Learning Guidelines and ECERS UNM Cariño EC TTAP Child Care Provider and Parent Training Calendar Other Training Opportunities (45 Hour & 6 Hour Courses), Training Policies Sensory-Motor Activities Can Improve Learning—Part 3 The Wisdom of Play—History La Importancia del Juego
Page 2 Page 3 Page 4 Pages 5-7 Pages 8 Page 9 Page 10 Page 11
The Wisdom of Play How Children Learn to Make Sense of the World by David Elkind, PhD When children play games of their own invention, or even traditional games like hide and seek, they Play, like love and work, is an ambiguous term—with often make up their own rules as to who is to be “it” meaning that changes over the course of the human and what the limits of the game are. In this way, life cycle. The play, love, and work of children are children learn what Jean Piaget called “mutual simply different from those of adults. We easily respect.” Mutual respect means that when one child understand the new side of “love” that emerges in makes a rule, the others follow. But the rule maker adolescence, and that the adult concept of work — must in turn follow the rules made later by another earning one’s own living—does not apply to children. child. It is only when children engage in self-initiated Yet when it comes to children’s play, we tend to think play of this kind that they acquire a solid sense of of it in adult terms—as the opposite of work, engaged mutual respect. in for its own sake. Clearly, play serves a very different function for However, child play is very different from adult play. children than it does for adults. For children, it is a For young children in particular, play way to learn about self and the world through selfis a fundamental mode of learning. created experiences. That is one reason child initiated An infant’s playful babbling teaches play is so important and why it should not be replaced them to create all the sounds needed either by adult-organized sports or by academic to speak their native tongue or any activities disguised as games. When we appreciate language. A toddler learns that when the important role play serves in a child’s learning you bang a metal spoon or a wooden about self and world, we give children the time and spoon, you get two different sounds. opportunity to engage in the self-initiated play that is A child learns through dramatic play the surest way for them to fully realize all of their intelthat some children are bossy, others timid. lectual, emotional and social potential.
INTRODUCTION
In playing board games like Checkers or Monopoly, This article and many others in this edition of Cariño News a child learns not only strategy, but also to read the was sourced from the following: body language and vocal tones of other children. And, The Wisdom of Play in seeing how other children respond to him or her www.communityplaythings.com during the game, the child learns about self. www.childcareexchange.com
CHECK OUT THESE RESOURCES FOR MORE INFORMATION Alliance for Childhood—www.allianceforchildhood.org This organization promotes policies and practices that support children’s healthy development, love of learning, and joy in living. Their public education campaigns bring to light both the promise and the vulnerability of childhood. They act for the sake of the children themselves and for a more just, democratic, and ecologically responsible future.
Playing for Keeps—www.childrensmuseums.org/programs/playingforkeeps.htm The Association of Children’s Museums (ACM) adopted Playing for Keeps as a leadership initiative in April 2008. Play has always been at the core of ACM’s work and that of its members. Yet play opportunities for young children are diminishing, drawing increased concern from educators, parents, and the general public. Promoting the necessity of play and advocating that communities and families make play a daily habit has become more important than ever.
International Play Association, USA (IPA/USA)—www.ipausa.org This association is the national affiliate of IPA World, an international nongovernmental organization, founded in Denmark in 1961. The purpose of the IPA is to protect, preserve, and promote the child’s right to play. Specific interests include environments for play emphasizing universal access, leisure time facilities, programs that develop the whole child, play leadership training, toys, and play materials.
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Cariño Early Childhood News
The Wisdom of Play How Children Learn to Make Sense of the World by Sydney Gurewitz Clemens TIME A two-year-old on the sandy beach with a pail and shovel lives in joy, outside of time. He has the attention span of a giant. He will play, with or without your company, as long as you’ll let him. A seven-year-old child, at that same beach, lets himself hang out, observes people, birds, and water. Suddenly, without an external trigger, he gets up and sprints along the beach and into the water up to just the right height, stops, rests, considers, relaxes. To children, time is measured in units of joy. From the moment they greet the children in the morning, adults at a child care center or kindergarten convey their attitude about how
time is to be used. Without pressure, there’s time to say hello and ask how things are going. Courteous, relaxed interactions start a good day. Where time is organized rigidly and there’s never enough of it, staff and children collide. Children want to keep on building with blocks until they’ve finished what they’re building, and they resent having to tear down what they’ve built because it’s “cleanup time.” Respecting this, some programs choose to let structures remain—out of the way of the cleaning staff—so building can continue tomorrow. Waiting in line at the grocery store feels wasteful unless you play with the other people in line. So it is in the early childhood classroom. If children have to wait, they will get impatient or angry—not emotions you’re trying to develop. Wise teachers thus arrange a fluid, responsive day
with minimal waiting. In Reggio Emilia, Italy, children and staff work together on a project for as long as eight or ten weeks, returning to it most days, as if they had all the time in the world. A great deal can be accomplished by children working on this kind of extended timeline, and these children’s ability to understand how the world works changes because mindful time was invested in important exploration. A good classroom will flow. Teachers will have a general idea of a schedule, but respond intuitively to the “hummy” rhythm of the children’s attention to their work. Like good parents and good friends, good teachers tune in to those they care for, and promote a flowing, peaceful use of time. The Wisdom of Play www.communityplaythings.com www.childcareexchange.com
Brain Research! Nothing Lights up a Child’s Brain Like Play by Stuart Brown, MD A close look at young children worldwide reveals the spontaneous whole-self involvement of their bodies, minds and spirits in the joyful pursuit of play. Something deep within prompts them to enjoy the tug of gravity and urges them to move, chase each other, wrestle and squeal with delight— and to find pleasure through exploration and tinkering with objects around them, making toys or building fantasy forts and hiding places. In studying what occurs in the brain during play, researchers of animal play have provided evidence of play-brain relationships that also apply to humans. They have discovered that play arises from areas of the “ancient” brain (that all mammals possess) that are organized for survival, and they flow “upward” into higher centers, activating interaction with the environment. This flow is similar in humans and involves our hands, which are so richly connected with our brains, and a primary way we interact with the world. As kids play with blocks, fashion mud pies, and throw balls, they are constantly fertilizing neural growth and integrating complex areas that the natural world offers. Immersion in the natural world is a central aspect of healthy child’s play. High-tech industries such as NASA’s Jet Propulsion Laboratory have found that their best overall problem solvers were master tinkerers in their youth. They have even altered their hiring policy to give high priority to this play background information. In childhood play, it is a safe assumption that kids need more than a two-dimensional screen to gain competency. Children need free, hands-on play that is kid-organized, to maximize their potential. Nothing lights up a child’s brain like play.
Cariño Early Childhood News
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The New Mexico Training & Technical Assistance Programs (TTAPs) will be supporting the New Mexico FOCUS quality improvement initiative by offering various FOCUS related trainings in our community. Since these are new to many of you we thought it might be helpful to provide more detailed descriptions for each of them. These trainings will be offered all throughout the calendar year and they will specifically be designated as “FOCUS” related.
NEW MEXICO EARLY LEARNING GUIDELINES
What Are the New Mexico Early Learning Guidelines? An Awareness Session
In this two hour session you will be introduced to the NMELG’s. You will learn more about what ELG’s are, for what age groups they were developed, what domains they address, who can use the NMELG’s & how they can be used.
Introducing the New Mexico Early Learning Guidelines: Part 1
In this two hour session (part one of a four part series) you will learn about the background & overview of the NMELG’s. You will receive a copy of the document so that you can get familiar with the general content & sections & the specific parts of each section.
Introducing the New Mexico Early Learning Guidelines: Part 2
In this two hour session (part two of a four part series) you will bring your copy of the NMELG’s to become acquainted with the purposes, recommended uses & guiding principles. You will be introduced to the Individualizing & Curriculum Planning Process using the ELG’s & learn about the ELG Family Engagement Materials.
Introducing Observational Assessment and the New Mexico Early Learning Guidelines: Part 3
In this two hour session (part three of a four part series) you will bring your copy of the NMELG’s & learn more about authentic, observational assessment using the guidelines. The foundations for observing children will be shared along with ways to document (or write down) your observations. Some strategies for good documentation will be introduced.
Introducing Observational Assessment and the New Mexico Early Learning Guidelines: Part 4
In this two hour session (part four of a four part series) you will bring your copy of the NMELG’s & learn more about portfolio documentation as a way to organize your observational notes & relate them to the NMELG’s. You will become acquainted with the portfolio formats for the NMELG’s & learn strategies for communicating effectively with families through portfolio documentation. You will receive a certificate of completion after participating in this session.
EARLY CHILDHOOD ENVIRONMENTAL RATING SCALES-REVISED
Early Childhood Environment Rating Scale-Revised (ECERS-R): Self Assessment Tool Used for Continuous Program Improvement and Positive Child Outcomes- Part 1
In this two hour session (part one of a three part series), you will learn about teaching practices that are linked to positive child outcomes. This session will include the key elements of program structure as they relate to the ECERS-R that have a positive impact on learning outcomes for children.
Early Childhood Environment Rating Scale-Revised (ECERS-R): Self Assessment Tool Used for Continuous Program Improvement and Positive Child Outcomes- Part 2 In this two hour session (part two of a three part series), you will continue to learn about teaching practices that are linked to positive child outcomes. This session will include the key elements of powerful interactions with children and curriculum as it relates to positive outcomes for children and the ECERS-R.
Early Childhood Environment Rating Scale-Revised (ECERS-R): Self Assessment Tool Used for Continuous Program Improvement and Positive Child Outcomes- Part 3
In this two hour session (part three of a three part series), you will learn about using the ECERS-R for self-assessment and the creation of a Continuous Program Improvement Plan. You will also have the opportunity to think of your program/classroom from the perspective of the children you serve and their families.
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Cariño Early Childhood News
UNM Cariño Early Childhood TTAP Training Calendar Tips to get the most out of this training calendar: UNM Cariño sponsored trainings are in BOLD type. Please call 277-1371 to sign up. Each individual participant must pre-register herself/himself.
Please see legend below for corresponding competency areas. Please arrive early/on time. Only a short 5 minute grace period is allowed, after which latecomers will not be admitted. No children at UNM Cariño trainings, please.
Trainings with (5) Pre-Registered Participants or less may be cancelled. Arrangements for needed accommodations may be made 1 week prior to class Inclement Weather/Training Cancellation Line 277-1371 Evenings & Saturdays
JULY 2013 - SIGN-UPS BEGIN JUNE 17th (You MUST attend all parts in a training series to receive a certificate) BERNALILLO COUNTY: 7/8 3:00-5:00pm 7/15 3:00-5:00pm 7/22 3:00-5:00pm
Learning Through Play Part 1/Cariño FREE (1, 4, 5) Learning Through Play Part 2/Cariño FREE (1, 4, 5) Learning Through Play Part 3/Cariño FREE (1, 4, 5)
277-1371 277-1371 277-1371
7/9 7/16 7/23
6:30-8:30pm 6:30-8:30pm 6:30-8:30pm
Classroom Management Part 1/Cariño FREE (1,4,5) Classroom Management Part 2/Cariño FREE (1,4,5) Classroom Management Part 3/Cariño FREE (1,4,5)
277-1371 277-1371 277-1371
7/10 7/17 7/24 7/31
6:30-8:30pm 6:30-8:30pm 6:30-8:30pm 6:30-8:30pm
FOCUS - Early Learning Guidelines Introduction Part 1/Cariño FREE (1,4) FOCUS - Early Learning Guidelines Introduction Part 2/Cariño FREE (3,5,7) FOCUS - Early Learning Guidelines & Observational Assessment Part 3/Cariño FREE (1,6) FOCUS - Early Learning Guidelines & Observational Assessment Part 4/Cariño FREE (1,3,6)
277-1371 277-1371 277-1371 277-1371
7/22 7/29
6:30-8:30pm 6:30-8:30pm
Quality Care Series - Intro to the NM Quality Rating System Part 1/Cariño FREE (4,7) Quality Care Series - Happy & Healthy Learning Environments Part 2/Cariño FREE (1,5,6) (Please Note: Must also attend Part 3 on 8/5)
277-1371 277-1371
7/20
10:00am-Noon
Creating a Fit Future For Children/UNM Family Development Program (1,2,5) This training is for Early Childhood Educators and Families—Childcare will be provided
277-1004
SANDOVAL COUNTY: 7/13 9:00-11:00am 7/13 11:30-1:30pm 7/13 2:00-4:00pm
FOCUS - What are the Early Learning Guidelines? An Awareness Session/Cariño FREE (1,4) Infant & Toddler Development Part 1/Cariño FREE (1,5,6) Infant & Toddler Development Part 2/Cariño FREE (1,5,6)
277-1371 277-1371 277-1371
VALENCIA COUNTY:
No Training Scheduled this Month
277-1371
SOCORRO COUNTY:
No Training Scheduled this Month
277-1371
********************************************************************DIRECTOR’S SERIES**************************************** ****************************** 7/10 7/17 7/24
1. 2. 3. 4.
9:00-11:00am 9:00-11:00am 9:00-11:00am
The Effects of Childhood Trauma Part 1/Cariño FREE (2,4,6) The Effects of Childhood Trauma Part 2/Cariño FREE (2,4,6) The Effects of Childhood Trauma Part 2/Cariño FREE (2,4,6)
277-1371 277-1371 277-1371
EARLY CHILDHOOD EDUCATION COMPETENCY AREAS Child Growth Development & Learning 5. Learning Environment & Curriculum Implementation Health Safety & Nutrition 6. Assessment for Children & Programs Family Community Collaboration 7. Professionalism Developmentally Appropriate Content
Cariño Early Childhood News
Page 5
UNM Cariño Early Childhood TTAP Training Calendar Tips to get the most out of this training calendar: UNM Cariño sponsored trainings are in BOLD type. Please call 277-1371 to sign up. Each individual participant must pre-register herself/himself.
Please see legend below for corresponding competency areas. Please arrive early/on time. Only a short 5 minute grace period is allowed, after which latecomers will not be admitted. No children at UNM Cariño trainings, please.
Trainings with (5) Pre-Registered Participants or less may be cancelled. Arrangements for needed accommodations may be made 1 week prior to class Inclement Weather/Training Cancellation Line 277-1371 Evenings & Saturdays
AUGUST 2013 - SIGN-UPS BEGIN JULY 15th (You MUST attend all parts in a training series to receive a certificate) BERNALILLO COUNTY: 8/5 6:30-8:30pm
Quality Care Series - Watch, Listen & Learn - Observation/Assessment Part 3/Cariño FREE (1,6) 277-1371
8/8 8/15 8/22 8/29
6:30-8:30pm 6:30-8:30pm 6:30-8:30pm 6:30-8:30pm
FOCUS - Early Learning Guidelines Introduction Part 1/Cariño FREE (1,4) FOCUS - Early Learning Guidelines Introduction Part 2/Cariño FREE (3,5,7) FOCUS - Early Learning Guidelines & Observational Assessment Part 3/Cariño FREE (1,6) FOCUS - Early Learning Guidelines & Observational Assessment Part 4/Cariño FREE (1,3,6)
277-1371 277-1371 277-1371 277-1371
8/12 8/19 8/26
6:30-8:30pm 6:30-8:30pm 6:30-8:30pm
FOCUS - Using the ECERS-R for Quality Program Improvement Part 1/Cariño FREE (4,5) FOCUS - Impact of Interactions on Child Learning Outcomes Part 2/Cariño FREE (1,5) FOCUS - Implementing a Continuous Program Improvement Plan Part 3/Cariño FREE (5,6)
277-1371 277-1371 277-1371
8/14 8/21 8/28
6:30-8:30pm 6:30-8:30pm 6:30-8:30pm
FOCUS - Powerful Interactions Part 1/Cariño FREE (1,4) FOCUS - Powerful Interactions Part 2/Cariño FREE (1,4) FOCUS - Powerful Interactions Part 3/Cariño FREE (1,4)
277-1371 277-1371 277-1371
8/17 8/17 8/17
9:00-11:00am 11:30-1:30pm 2:00-4:00pm
Salud, Seguridad, y Nutrición Parte 1/Cariño FREE (2) Salud, Seguridad, y Nutrición Parte 2/Cariño FREE (2) Salud, Seguridad, y Nutrición Parte 3/Cariño FREE (2)
277-1590 277-1590 277-1590
8/24 8/24 8/24
9:00-11:00am 11:30-1:30pm 2:00-4:00pm
The Effects of Childhood Trauma Part 1/Cariño FREE (2,4,6) The Effects of Childhood Trauma Part 2/Cariño FREE (2,4,6) The Effects of Childhood Trauma Part 3/Cariño FREE (2,4,6)
277-1371 277-1371 277-1371
SANDOVAL COUNTY:
No Training Scheduled this Month
277-1371
VALENCIA COUNTY: 8/10 9:00-11:00am 8/10 11:30-1:30pm 8/10 2:00-4:00pm
FOCUS - What are the Early Learning Guidelines? An Awareness Session/Cariño FREE (1,4) Positive Communication Part 1/Cariño FREE (1,4,5) Positive Communication Part 2/Cariño FREE (1,4,5)
277-1371 277-1371 277-1371
FOCUS - Early Learning Guidelines Introduction Part 1/Cariño FREE (1,4) FOCUS - Early Learning Guidelines Introduction Part 2/Cariño FREE (3,5,7) (Please Note: Must also attend Parts 3 and 4 on 11/2)
277-1371 277-1371
SOCORRO COUNTY: 8/24 9:00-11:00am 8/24 11:30-1:30pm
*****************************************************************DIRECTOR’S SERIES******************************************* ***************************** 8/13 3:00-5:00pm Observation & Assessment Part 1/Cariño FREE (1,6) 277-1371 8/20 3:00-5:00pm Observation & Assessment Part 2/Cariño FREE (1,6) 277-1371 8/27 3:00-5:00pm Observation & Assessment Part 3/Cariño FREE (1,6) 277-1371
1. 2. 3. 4.
EARLY CHILDHOOD EDUCATION COMPETENCY AREAS Child Growth Development & Learning 5. Learning Environment & Curriculum Implementation Health Safety & Nutrition 6. Assessment for Children & Programs Family Community Collaboration 7. Professionalism Developmentally Appropriate Content
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Cariño Early Childhood News
UNM Cariño Early Childhood TTAP Training Calendar Tips to get the most out of this training calendar: UNM Cariño sponsored trainings are in BOLD type. Please call 277-1371 to sign up. Each individual participant must pre-register herself/himself.
Please see legend below for corresponding competency areas. Please arrive early/on time. Only a short 5 minute grace period is allowed, after which latecomers will not be admitted. No children at UNM Cariño trainings, please.
Trainings with (5) Pre-Registered Participants or less may be cancelled. Arrangements for needed accommodations may be made 1 week prior to class Inclement Weather/Training Cancellation Line 277-1371 Evenings & Saturdays
SEPTEMBER 2013 - SIGN-UPS BEGIN AUGUST 12th (You MUST attend all parts in a training series to receive a certificate) BERNALILLO COUNTY: 9/9 6:30-8:30pm 9/16 6:30-8:30pm 9/23 6:30-8:30pm 9/30 6:30-8:30pm
FOCUS - Early Learning Guidelines Introduction Part 1/Cariño FREE (1,4) FOCUS - Early Learning Guidelines Introduction Part 2/Cariño FREE (3,5,7) FOCUS - Early Learning Guidelines & Observational Assessment Part 3/Cariño FREE (1,6) FOCUS - Early Learning Guidelines & Observational Assessment Part 4/Cariño FREE (1,3,6)
277-1371 277-1371 277-1371 277-1371
9/11 9/18 9/25
6:30-8:30pm 6:30-8:30pm 6:30-8:30pm
Creativity with Children Part 1/Cariño FREE (1,4,5) Creativity with Children Part 2/Cariño FREE (1,4,5) Creativity with Children Part 3/Cariño FREE (1,4,5)
277-1371 277-1371 277-1371
9/11 9/18 9/25
TBA TBA TBA
Cultivando Diversidad Parte 1/Cariño FREE (1,3,5) Cultivando Diversidad Parte 2/Cariño FREE (1,3,5) Cultivando Diversidad Parte 3/Cariño FREE (1,3,5)
277-1590 277-1590 277-1590
9/12 9/19 9/26
6:30-8:30pm 6:30-8:30pm 6:30-8:30pm
FOCUS - Powerful Interactions Part 1/Cariño FREE (1,4) FOCUS - Powerful Interactions Part 2/Cariño FREE (1,4) FOCUS - Powerful Interactions Part 3/Cariño FREE (1,4)
277-1371 277-1371 277-1371
9/24
6:30-8:30pm
Quality Care Series - Intro to the NM Quality Rating System Part 1/Cariño FREE (4,7) (Please Note: Must also attend Part 2 on 10/1 and Part 3 on 10/8)
277-1371
SANDOVAL COUNTY: 9/14 9:00-11:00am 9/14 11:30-1:30pm 9/14 2:00-4:00pm
The Effects of Childhood Trauma Part 1/Cariño FREE (2,4,6) The Effects of Childhood Trauma Part 2/Cariño FREE (2,4,6) The Effects of Childhood Trauma Part 3/Cariño FREE (2,4,6)
277-1371 277-1371 277-1371
VALENCIA COUNTY:
No Training Scheduled this Month
277-1371
SOCORRO COUNTY:
No Training Scheduled this Month
277-1371
********************************************************************DIRECTOR’S SERIES**************************************** ***************************** 9/10 9/17 9/24
1. 2. 3. 4.
9:00-11:00am 9:00-11:00am 9:00-11:00am
Strengthening Relationships - Ethical Responsibilities Part 1/Cariño FREE (7) Strengthening Relationships - Improving Staff Morale Part 2/Cariño FREE (7) Strengthening Relationships - The Culture of Family Part 3/Cariño FREE (7)
277-1371 277-1371 277-1371
EARLY CHILDHOOD EDUCATION COMPETENCY AREAS Child Growth Development & Learning 5. Learning Environment & Curriculum Implementation Health Safety & Nutrition 6. Assessment for Children & Programs Family Community Collaboration 7. Professionalism Developmentally Appropriate Content
Cariño Early Childhood News
Page 7
Other Cariño Learning Opportunities 45 HOUR EARLY CHILDHOOD ENTRY LEVEL COURSE Call for JULY—SEPTEMBER 45 HOUR Schedule. $40 Money order or company check required to register (No Cash). Must register with Cariño 277-1371.
6 HOUR QUALITY EARLY CHILDHOOD PROGRAMS FOR ALL COURSE Directors of 3 and 4 STAR programs can contact one of the Cariño Child Care Inclusion Specialists (Sheryl Faulconer 277-1260 or Linda Littlewolf 277-6031) to register for the training.
GETTING READY FOR YOUR LICENSING VISIT The Getting Ready for Your Licensing Visit training continues to be offered. Please contact Cariño at 277-1371 for more information or to register for the training.
Other Community Learning Opportunities CNM Workforce 45 Hour Courses & Early Childhood Credit Courses: Please call Alicia West at 224-5204 for 45-Hour course info or CNM Registration at 224-3214 for courses offered.
New Mexico Child Care & Education Association: NMCCEA Professional Development Training on-line www.NMCCEA.org, #239-0660.
UNM Cariño Early Childhood TTAP Training Guidelines! UNM Cariño EC trainings fill up fast! Be sure to read, understand & follow these guidelines: 1. Please sign up by phone (277-1371) before the training so we will be expecting you and have a chair reserved. 2. Please leave a DETAILED voicemail message with your name, child care program name and day time phone number and your call will be returned in the order it was received. Cariño’s registration system ensures that spaces are filled on a first come first served basis. 3. You will receive registration confirmation via phone with training details, location, etc. 4. Please note that you may no longer call to pre-register for other participants. Each individual must pre-register herself/himself. 5. You may sign up for more than 1 training at a time (maximum 3 per month), but PLEASE show up if you sign up. If you “no show” without cancellation ahead of time, you may automatically lose any future reservations you may have had. 6. Each child care center is respectfully asked to not sign up more than three participants per training, so as to allow more centers and family child care home providers to participate. 7. Certificates are issued at the end of each training and will not be issued early under any circumstances. 8. Plan to arrive on time. Only a short “grace period” of 5 minutes is allowed, after which latecomers will not be admitted. 9. No children are allowed; this is because we as early childhood professionals, believe that this is not an appropriate setting for children and we are not able to accommodate them with toys or room to play. In addition, children can be a distraction to the presenter as well as to other training participants. 10. Any disruptive or inappropriate behavior will NOT be tolerated and at the discretion of the trainer you may be asked to leave 11. Cell phone calls are not permitted during the training. Please turn your cell phone to silent or off. 12. Trainings with (5) Pre-Registered Participants or less may be cancelled. 13. Inclement Weather/Training Cancellation Line 277-1371 Evenings & Saturdays. 14. No food or drink is allowed in the Cariño EC TTAP classroom so please plan accordingly.
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Cariño Early Childhood News
Sensory-Motor Activities Can Improve Learning (part 3) (adapted from Learning in Motion by Patricia Angermeier, Joan Krzyzanowski and Kristina Keller Moir)
Pre-writing skills need to be in place before a child can produce successful handwriting. First, the ability to imitate strokes and shapes develops before the ability to copy the same strokes and shapes. Contacting the paper with a crayon and producing dots is followed by random scribbling and then scribbling in a circular pattern. Vertical lines usually develop first followed by horizontal lines, circles, and then intersecting strokes. The most difficult shape for children to copy is a diamond, which usually doesn’t emerge until the age of seven. Cutting with scissors is also a complex activity. Cutting involves bilateral coordination, visual-perception skills, using fingers in isolation, and motor-planning. Left-handed children will cut in a clockwise manner whereas righthanded children will cut in a counter-clockwise way. Cutting skills progress from making short snips to cutting straight, diagonal, and curved lines. Cutting sharp corners is one of the last and most difficult skills to develop. This article will share activities that involve pre-writing skills and/or cutting skills. The activities can be done either inside or adapted to out- of-doors, depending upon your preference! July Activity: The Aquarium This activity focuses on helping children develop good eye-hand coordination and cutting skills. It also helps children practice using their preferred hand to develop hand dominance. Cutting on a heavier type of paper by using paper plates for the fish helps strengthen cutting muscles. Procedure: Hang a large piece of mural paper on a wall. Children paint the ocean on the paper using sponges with blue paint. While the ocean dries, let children cut paper plates with three wedges drawn on them. One wedge makes the mouth and two on the opposite side make the tail. Children use more sponge painting or poster painting with brushes to paint the colorful fish. Markers can be used to add eyes, scales, and other details. Fish are then ready to be glued to the ocean. Children can also cut out round circles of paper and glue them on the mural for bubbles coming out of the fishes’ mouths.
Adapted scissors, scissors for left-handed children, and allowing children to sit in a chair while painting may be helpful adaptations
Cariño Early Childhood News
August Activity: Parachute Games These parachute activities help develop bilateral coordination – a prerequisite to cutting. Procedure #1: Lay a large parachute on the floor and have children stand in a circle around it, holding the edge with both hands. Have the children pull the parachute up from their toes until their arms are extended above their heads. Pull the parachute back down quickly and crouch on the floor. The parachute should be filled with air and make a bubble. Procedure #2: Have the children hold the parachute at waist level. Place foam or yarn balls in the center of the parachute. Have children begin waving their arms up and down so that the balls begin to bounce and roll. Procedure #3: Have children hold the parachute at waist level using only one hand. Everyone in the group needs to use the same hand. Instruct children to gallop around in a circle while holding onto the parachute. Have children switch to their other hand and walk backwards while holding the parachute. September Activity: Apples on a Fence This activity is a great way to work on visual-perceptual development and pre-writing skills. Procedure: Prepare the table by covering it with newspaper and pouring red, yellow, and green paint onto paper plates. Demonstrate how to make a fence by using 1-inch strips of long and short pieces of paper. Let the children glue the strips onto large pieces of paper to make a fence. Cut apples into halves. Children can dip the apple halves into the paint (like a stamp) and press them onto the top of the fence.
An adaptation for children who are experiencing difficulty holding onto the apple would be to insert a popsicle or craft stick into the back of the apple half
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The Wisdom of Play How Children Learn to Make Sense of the World by David Elkind, PhD HISTORY Early childhood education, the care and instruction of young children outside of the home, over the last half century has become a downward extension of schooling. It is now the first rung on the educational ladder. In many respects, however, this most recent addition to the pedagogical hierarchy is quite different from its elementary predecessors. The early childhood curriculum is the most holistic and least differentiated at any level of education. It is also the most solidly grounded in philosophy, in clearly articulated methodology, and in theory and research. Those who contributed to the discipline of early childhood education came from occupations and professions outside the academic domain. What they had in common was an understanding of children. And that is what makes early childhood education unique; it starts with the child and not with the subject matter. The philosophical foundations of early childhood education were provided by John Amos Comenius, John Locke, and Jean Jacques Rousseau. Its curriculum and methodology were created by the likes of Johann Heinrich Pestalozzi, Friedrich Froebel, Maria Montessori, and Rudolf Steiner. Most recently, it was scientifically grounded by the research and theories of Sigmund Freud, Jean Piaget, and Erik Erikson. While there are differences in the approaches of these progenitors of early childhood education, they are overshadowed by one common principle: that early childhood curriculum and practice must be adapted to the maturing needs, abilities, and interests of the child. This was the principle embodied ...it starts in the first kindergarten program, with the developed by Friedrich Froebel (1782-1852) and the first early child and childhood program to be widely not with the adopted in both Europe and subject abroad. The kindergarten matter. movement was propelled by the industrial revolution and the introduction of women into the factory labor force. Later, Maria Montessori’s (1870-1952) early childhood program was also widely adopted both in Europe and abroad. But it was not until after WWII
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that early childhood education came to be seen as an important first step on the educational ladder. In America, the Head Start Program, launched in the 1960’s for low-income children, had an unintended consequence. Although it was very effective, the title gave parents the impression that education was a race, and that the earlier you start, the earlier and better you finish. Middle-income parents wanted their preschoolers to have a head start as well. This gave added emphasis to the importance of early childhood education as the answer to improving the educational system. As a consequence, kindergarten, once a half-day affair required by only 40 percent of US states, has become largely a full-day affair required nationwide. Academics, including math and reading curricula, testing and grades, are now the norm in many schools. Programs for younger children have expanded as well. Today, some 80 percent of children under the age of six spend part or full time in non-parental child care settings. Having your child cared for outside of the home is now a socially accepted practice. With the rapid expansion and acceptance of early childhood programs, the basic principle of early childhood education, supported by an overwhelming amount of contemporary research and classroom experience, is dismissed as irrelevant. Instead, we have had a politically and commercially driven effort to make early childhood education “the new first grade.” The articles presented in The Wisdom of Play booklet make clear that a play-based curriculum is best suited to meet the emerging needs, abilities and interests of young children. We have come too far from where early education began: with the child.
This article and many others in this edition of Cariño News was sourced from the following: The Wisdom of Play www.communityplaythings.com www.childcareexchange.com
Cariño Early Childhood News
Cariño EC TTAP Clases en Español 8/17 8/17 8/17
9:00-11:00am 11:30-1:30pm 2:00-4:00pm
Salud, Seguridad, y Nutrición Parte 1/Cariño FREE (2) Salud, Seguridad, y Nutrición Parte 2/Cariño FREE (2) Salud, Seguridad, y Nutrición Parte 3/Cariño FREE (2)
9/11 9/18 9/25
TBA TBA TBA
Cultivando Diversidad Parte 1/Cariño FREE (1,3,5) Cultivando Diversidad Parte 2/Cariño FREE (1,3,5) Cultivando Diversidad Parte 3/Cariño FREE (1,3,5)
Par inscribirse en las clases en español por favor llame a Joel Casas 277-1590.
La Importancia del Juego siguiendo su cara con la mirada, a medida que usted la mueve lentamente de un lado al otro, o escuchando su voz, cuando usted le canta durante un cambio de pañales. A los niños les encanta cuando usted se comporta como un “bobo” con ellos durante el juego, y aprenden habilidades sociales al imitar su comporA través del juego, los niños prueban nuevas tamiento. Con el paso de los años, es posible que habilidades, exploran su imaginación y su creatividad, sus hijos tengan muchos juguetes divertidos con que y entablan relaciones con las demás personas en sus jugar, pero éstos ¡no se comparan con usted! vidas. El juego puede ser especialmente un magnífico tiempo para entablar lazos afectivos para usted, en Etapas del Juego su calidad de padre/madre o persona encargada de El comportamiento de los niños durante el juego se proporcionar cuidado. La hora para jugar con su desarrolla en etapas. El juego les permite a los niños niño(a) también saca a relucir lo mejor de usted. Lo explorar nuevas cosas, a su propio paso, dominar la bello de este tiempo de aprendizaje y de crecimiento agilidad física, aprender nuevas habilidades, y resoles que la motivación para jugar de un(a) niño(a) ver las cosas a su manera. Durante el juego con los pequeño(a) ya existe – ¡es agradable! demás, los niños pueden aprenden habilidades de liderazgo, al dirigir la acción o al seguir a un(a) líder. Cómo Pueden los Adultos Apoyar el Juego Las siguientes son etapas comunes del juego: Los padres y las personas encargadas de proporcio- Comportamiento de Observación: Ver lo que nar cuidado proveen un ambiente seguro, que ofrece los demás niños están haciendo, pero sin inteuna variedad de materiales para jugar, a fin de grarse al juego satisfacer los distintos niveles de habilidad, desde Juego Solitario: Jugar a solas, sin tener en cuenel punto de vista del desarrollo, y apoyar los intereses ta a los demás; involucrarse en actividades indecreativos de los niños. Además, es importante pendientes, como por ejemplo el arte, o jugar con mantener una rutina diaria estructurada, que incluya bloques u otros materiales descansos, comidas/bocadillos, juegos activos y Actividad Paralela: Jugar cerca de los demás, actividades tranquilas. Seleccione juguetes que sin relacionarse, aun cuando se usen los mismos satisfagan los intereses de los niños durante sus materiales para jugar distintas etapas de crecimiento y de desarrollo. Al Juego Asociativo: Jugar en grupos pequeños, introducir nuevos juguetes a los niños, es importante sin reglas definitivas ni papeles a desempeñar mostrarles cómo jugar con los nuevos objetos y cómo asignados cuidarlos. Es posible que usted quiera ayudar a iniciar Juego Cooperativo: Decidir trabajar juntos para actividades de juego, y luego jugar con los niños, completar un proyecto de construcción o jugar a cuando se le pida participar en la actividad. Tenga en aparentar con papeles a desempeñar asignados cuenta que los padres son los primeros y favoritos para todos los miembros del grupo compañeros de juego de sus hijos. Desde el inicio Child Action Inc de la vida de su hijo, él juega con usted, ya sea El juego es especial para los niños. No solamente éste es divertido, sino que también es importante para el desarrollo sano. Éste es su “trabajo” y su manera de aprender lo referente al mundo.
Cariño Early Childhood News
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Cariño Early Childhood News
Non-Profit Organization U.S. Postage University of New Mexico Cariño Early Childhood Training & Technical Assistance Program Early Childhood Services Center Division of Continuing Education 1634 University Blvd MSC07 4030 Albuquerque, NM 87131 505-277-1371 Office 505-277-8975 Fax
PAID Albuquerque, NM Permit No. 39
UNM Cariño Early Childhood News is published on a quarterly basis. Inside this issue you will find the Cariño Training Calendars for July, August & September 2013 The UNM Cariño Early Childhood TTAP is funded by the Children, Youth & Families Department Office of Child Development
UNM New Mexico Kids Child Care Resource & Referral Services New Mexico Kids Child Care Resource and Referral maintains a statewide database of child care providers that are licensed or registered by recognized regulatory agencies in the state of New Mexico and continue to maintain their status with their respective agencies. This database is used to provide courtesy referrals to anyone who requests them at no cost to families or child care providers. Child care providers share the information that is included in the database and that information is used to help refer families to providers that might meet the needs of their children. Child care providers and their information appear on this list on a voluntary basis.
Referrals are available online or by phone. If you are interested in referrals or joining the Child Care Referral database call 277-7900.