Volume 20, Issue 3
3rd Quarter 2014-2015
Cariño Early Childhood News The Full Participation of Every Child The Cariño EC TTAP has added a new training series to our course offerings to support the Full Participation of Every Child. Full participation refers to the range and practices that promote engagement in play, learning development, and a sense of belonging for each child. This includes: Family engagement Inclusive practices for children with developmental delays or disabilities Culture and language including supporting dual language learners (DLL) Promoting social relationships
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 Veronica Tighe 277-1469 Training & Development Consultants Claudia Alderete Vanessa Ferguson Janet Gagliano Mandee Lamoreux Tatiana Roman-Rodriguez Luisa Chavez-Scott Amanda Williams Vacant
277-1590 277-1592 277-1039 277-1262 277-0271 277-1000 277-1348 277-0082
Training Coordinator Dawn Gibson
277-0593
Enrollment Services Rep Marlene Lopez-Rodriguez 277-1592 General Information & Training Registration South Valley Office Joel Casas - Manager Consultants Jose Cano Paloma Gonzalez Aida Homs Rivera
277-1371 224-5018 224-5019 224-5017 224-5020
If you have any questions or comments regarding the UNM Cariño EC TTAP Newsletter contact Malisa Kasparian.
In this course participants will: Inventory the multiple components of their personal culture Understand the importance of learning about the cultures, languages, values, and priorities of children, families, and colleagues Articulate the benefits of incorporating the cultures, languages, values, and priorities of children and families in all aspects of early childhood programs and practices Apply criteria for selecting developmentally appropriate, anti-bias instructional approaches, curricula, and materials to support the full participation of each young child and their family Demonstrate the use of effective approaches for resolving cultural dilemmas that arise in daily interactions with children and families Identify opportunities to reflect on, evaluate, and build their skill at supporting each young child and their family Review evidence-based practices for supporting each learner including (but not limited to) dual language learners, socio-economic diversity, ability diversity and gender diversity. The impact that you can have as a culturally informed early care educator is tremendous and you can make a difference! The course will help you in how to respond to biased statements, have difficult conversations, validate family values and viewpoints, and more. If you are interested in signing up for the Full Participation of Every Child Course call the Cariño Training Registration line at 277-1371.
Inside this issue: Never Enough Time, Space, Money? Continued - Never Enough Time, Space, Money?, Wemagination Center Early Childhood Course Descriptions - FOCUS UNM Cariño EC TTAP Training Calendar Other Training Opportunities (45 Hour & 6 Hour Courses), Training Policies What YOU Can Do About Bullying in Early Childhood Settings How to Raise Children Who Love Each Other Diez sugerencias para mantener una buena conversación con niños pequeños
Page 2 Page 3 Page 4 Pages 5-7 Pages 8 Page 9 Page 10 Page 11
NEVER ENOUGH —TIME, SPACE OR MONEY? Creating a nurturing and stimulating environment with lasting appeal for children can be a time-consuming task. There is never enough time to do all you would like to do and meet the needs and demands of the children every minute of the day. There simply is never enough space. Creating a stimulating environment can be challenging and comes with some expense. In addition to the materials that are actually used up, wear and tear is another factor to consider. Although engaging children with an adequate number of interesting and inexpensive materials that do not fill up every inch of space can be quite a challenge, it can also be fun and satisfying if you keep in mind the importance of thoughtful selection and organized storage. Understanding what will have the greatest, most lasting appeal to children will save time, space, and dollars.
We get a lot of miles out of empty, clean, real food cartons and plastic containers. We fill empty cereal or waffle boxes with newspaper and reseal them with clear packing tape. They are used for blocks and building, grocery story play, and housekeeping. They provide a natural opportunity to learn to read through functional print and, when each child provides cartons from home, children have something familiar from their home and culture to share. Also, empty cereal boxes flattened and cut apart at the folds make inexpensive tag board for arts and crafts. The cartons with only the lids cut off make great paper storage. Children also prefer these real containers at the sand and water tables as they try out the various sizes, shapes, spouts, and lids. Children engage in wonderful collaboration as they attempt to master these elements and discover the changes in weight and shape of the empty and full containers.
While we collect and save loose parts for children to use creatively in art and play, they frequently come in handy for adult use. It is important for children to observe the way adults Children come into this world sensory-and motor-driven. The creatively use and respect recyclables. Cardboard tubes are more senses an item appeals to and the more you can do with helpful and neat for sending home papers, notes, and artwork. the item, the greater appeal. Children begin in infancy to modify Parents and children alike appreciate their ease of handling. and adapt things for their own uses. Make sure that items you They can also be used to organize and tidy your storage area and choose have layers of possibilities and complexity. Multi-use, cubbies. multi-sensory items will hold their appeal as children grow or satisfy the interests of a mixed-age group. Have you ever thought about using a wheelbarrow for an outdoor sensory table? It can stand up One example of such a multi-use item is a set of sturdy, large to weather, does not create a storage dominoes. The play needs of older infants and toddlers to fill problem, it is easy to fill, empty and and empty/contain and release are easily met by supplying a move and it could also be used for other variety of containers along with a set of dominoes. Because yard care and outdoor projects. Also, a three, four, and five year olds love collecting and gathering, red wagon with a large dishpan works hiding and burying dominoes is a perfect choice. The preschool- in a similar way and is a better size for ers also enrich their dramatic play by using the dominoes for toddlers and smaller children. food, money, tickets, and for leaving a trail. School-agers enjoy these uses as well as lining them up and experiencing the dom- While using real props and multi-purpose items can help relieve ino effect as well as playing dominoes as a game with rules. the storage crisis, a well organized and maintained storage area is essential to maintaining the quality of the curriculum and Children prefer real tools as they experiment with and try on reducing valuable teacher/provider time spent in preparation. life in the adult world. They gain mastery and esteem from using It is also helpful in tracking inventory and budgeting new items from the real world. Whenever possible and safe, it is best materials. to use real items and props with multiple uses. Because such props are durable and reduce storage problems, they are less Organizing your storage by learning centers or types of activities expensive in the long run. allows providers to pull items together quickly as needed or to add materials in a child-directed way when children show Children love pots and pans. The filling and emptying, containspecial interest. With well organized storage, materials and ment and release, collecting and gathering play themes of early toys can be rotated on a regular schedule, thus enriching the childhood allow for many uses in many centers. Pots and pans curriculum. The children remain engaged and excited about also make interesting musical instruments. Cookie sheets make their centers and activities. Rotating provides opportunities to great serving trays, art trays, magnet and felt boards, drying develop new skills, improves behavior, and allows for items to racks, and play dough accessories. Pots, pans, and cookie sheets be cleaned, sanitized, and repaired on a regular basis. can be purchased at thrift shops or garage sales and also can be sanitized for use in actual cooking. Continued page 3
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CariĂąo Early Childhood News
NEVER ENOUGH —TIME, SPACE OR MONEY? When items reappear in the rotation, it is a good time to add something to enrich its use. For example, if you rotate some dishes in the housekeeping center, add some new play foods and a picnic basket the next time you are ready to pull them out again. The children eagerly embrace this new discovery and become intensely engaged at this familiar center. Even broken (but safe) items can enrich the curriculum by rotating to the fix-it center, take-apart center, or invention center. Observing how children play and use their space will assist in the most workable and productive presentation and room arrangement. Children need a sense of order that encourages their growing abilities to think and control the environment, but also the flexibility to create the kind of chaos that stems from the rapid and continuous flow of ideas and discoveries. Centers can be rotated as well as materials; and, occasionally, moving materials to a new area allows the children to rediscover them again and again. Using vinyl stick-on borders, blackboard paint, pegboard panels, and cork strips allow for maximum use of the wall space. Hula hoops, small wading pools, and appliance boxes are multipurpose items that add interest and redefine space in a fun way.
room. Paper book jackets can be laminated and hung on the wall as art or to identify a center or activity area. Artwork, toys, and materials can also be shared and borrowed, keeping the environment fresh and exciting, and reducing the demand for storage space. The local public libraries are great resources to borrow books and audiovisual materials. Many businesses will donate newsprint, wood scraps, cardboard, vinyl, etc. Families and colleagues will share or pass on ideas, books, toys and materials. There may never be enough time, space, or money to do all that you would like to do; but the best, most amazing, adaptable, multipurpose resource is you. Your knowledge about children and their development and your love for them are the spring from which your interest and creativity flow.
Any toy, material, or activity is much more interesting to the children if you are enjoying it too. Join in the play and enrich it by your presence, your sharing of pleasure, and your ideas. The greatest compliment will come from the children in your care The back of a bookshelf or storage unit easily can be converted who play freely and uninhibited in your presence and honor you to a flannel board, magnet board, or drawing easel. Hanging windsocks, streamers, and other interesting material make great with an invitation to play along. room dividers and add beauty, interests, and excitement to a Adapted from Child Care Information Exchange
UNM WEMAGINATION EARLY CHILDHOOD RESOURCE CENTER Promoting the Importance of Play The UNM Family Development Program’s Wemagination Resource Center provides high quality recycled materials in support of understanding the essential role of play for children’s optimal learning and development. The WE, as an educational resource center, features a showroom full of safe, recycled items, often factory extras that would have otherwise ended up in landfills. Varying from the one-of-a-kind to the ordinary, the collection includes foam punch-outs, caps from perfume bottles, beads, paper, and an array of other items in every imaginable color and shape, perfect for inspiring any child (or adult) to play. Based on the Family Development Program’s Watch Me Play/Watch Me Learn book series, learning workshops for parents and teachers promote play-based learning both inside homes and classrooms, as well as outdoors in the natural world. The Watch Me Play learning series explores early literacy, math, science, music and art through dynamic processes of engaged learning that expose adults to how children learn through play. The WE resource center adds value to the Family Development’s distinct approach for training, providing needed resources for teachers and families to actively engage young children as creative young learners. For more information or to visit the Wemagination Resource Center call 268-8580.
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 trainings in our community that are OPEN TO EVERYONE! Below you will find descriptions for each FOCUS training. These trainings are offered throughout the calendar year and are specifically designated as “FOCUS” related. See pages 5-7 for specific dates, times and registration information.
PLEASE NOTE: The FOCUS trainings must be taken in the following order POWERFUL INTERACTIONS Powerful Interactions (4 Hour Series) The book Powerful Interactions, written by A. Dombro, J. Jablon, & C. Stetson, provides the foundation for this 4-hour training about practical and influential ways to interact with young children. Join us as we explore a number of practical insights and strategies that can help to increase our effectiveness as educators of young children. ORIENTATION TO INTENTIONAL TEACHING PART 1 (2 Hours ELG + 6 Hours Observation, Documentation & Curriculum Planning) This 8-hour series-based training provides foundational information in the following areas: New Mexico’s Early Learning Guidelines, Observation of Young Children, Documentation of Young Children, and Curriculum Planning for Young Children. In the new FOCUS criteria this series-based training is required. Orientation to New Mexico’s Early Learning Guidelines (2 Hour Series) In this 2-hour session you will receive beginning information about NM’s Early Learning Guidelines. This session includes what early learning guidelines are, what age groups and domains they address, who can use the NM Early Learning Guidelines, and how they can be used. Specific FOCUS-related requirements at the 2+ Star level are also shared. Orientation to Observation of Young Children (6 Hour Series) In this 2-hour session you will explore the basics of observation as it relates to the N.M. Early Learning Guidelines (ELG), NM Authentic Observation Documentation Curriculum Planning Process, and the new FOCUS criteria at the 2+ star level. Orientation to Documentation of Young Children In this 2-hour session you will learn/review the foundations of documenting young children’s behaviors as it relates to NM’s Early Learning Guidelines (ELG), and Observation. Specific FOCUS-related requirements at the 2+ Star level are also shared. Orientation to Curriculum Planning for Young Children In this 2-hour session you’ll explore how observation, documentation, and the N.M. Early Learning Guidelines (ELG) can guide your curriculum planning through practical applications. Aspects of the new FOCUS 2+ criteria will be included.
INTRODUCTION TO INTENTIONAL TEACHING PART 2 (4 Hours ELG + 4 Hours AODCP) This is an 8-hour series-based training provided in 2 parts. Specific FOCUS-related requirements at the 3-Star level may be included. Introduction to New Mexico’s Early Learning Guidelines (ELGs) (4 Hour Series) In this 4-hour session you will learn about the background & overview of NM’s Early Learning Guidelines. You will receive a copy of the document and will spend time getting familiar with the general content, individual sections, and the specific parts of each section. Training includes: its purpose, recommended uses and the Guiding Principles. Introduction to New Mexico’s Authentic Observation Documentation Curriculum Planning Process (AODCP) (4 Hour Series) In this 4-hour session you will explore using NM’s ELG’s as part of the AODCP process. Hands-on opportunities will include strategies for observing, observational assessment, documenting, using portfolios to organize and share your data, reflective processes, including NM’s families, your professional commitment related to a deeper understanding behind these issues (“getting to the why”) and how they influence your curriculum planning. As a result of revisions in NM’s Rating System for its Early Childhood Programs, there have been several revisions and updates in the trainings and training titles. If you are in FOCUS your FOCUS consultant will help you as you go through this transition process. PLEASE check in with your FOCUS consultant before you and/or your staff sign up for a training to ensure you are registering for what applies to you and your program staff. We look forward to our continued work with you all!
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Cariño Early Childhood News
UNM Cariño Early Childhood TTAP Training Calendar Please call 277-1371 to sign up. Each individual participant must pre-register him/herself. 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 are not admitted. 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
JANUARY 2015 - SIGN-UPS BEGIN DECEMBER 15th (You MUST attend all parts in a training series to receive a certificate)
BERNALILLO COUNTY: 1/5, 12, 3-5pm
Interacciones Poderosas 2 Partes (FOCUS) (4 Hour Certificate - Competencies: 1-1hr, 5-3hrs)
1/5, 12
6:30-8:30pm
Powerful Interactions Series 2 Parts (FOCUS) (4Hour Certificate - Competencies: 1-1hrs, 5-3hrs)
1/6, 13, 20, 27
10:00-noon
Orientation to Intentional Teaching Series 4 Parts (FOCUS) (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)
1/6, 13, 20, 27
6:30-8:30pm
Orientation to Intentional Teaching Series 4 Parts (FOCUS) (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)
1/7, 14, 21, 28
10:00 noon
Introduction to Intentional Teaching Series 4 Parts (FOCUS) (8 Hour Certificate - Competencies: 1-2hrs, 3-1hr, 4-1.5hrs, 5-1.5hrs, 6-1hr, 7-1hr)
1/7, 14, 21, 28
6:30-8:30pm
Introduction to Intentional Teaching Series 4 Parts (FOCUS) (8 Hour Certificate - Competencies: 1-2hrs, 3-1hr, 4-1.5hrs, 5-1.5hrs, 6-1hr, 7-1hr)
1/8, 15, 22
6:30-8:30pm
Full Participation of Each Child Series 3 Parts (FOCUS) (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs)
1/8, 15, 22
6:30-8:30pm
Siete Habilidades Esenciales Series 3 Partes - SOUTH VALLEY CNM CAMPUS (6 Hour Certificate - Competencies: 1-2hrs, 3-2hrs, 4-2hrs)
1/10 1/10 1/10
9-11am 11:30-1:30pm 2-4pm
Full Participation of Each Child Part 1 (FOCUS) Full Participation of Each Child Part 2 Full Participation of Each Child Part 3 (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs)
1/24 1/24
9-11am 11:30-1:30pm
Creating a Learning Environment for Infants and Toddlers: Cognitive Part 1 Creating a Learning Environment for Infants and Toddlers: Guidance Part 2 (4 Hour Certificate - Competencies1-1hr, 4-1hr, 5-1hr, 7-1hr)
1/31 1/31
9-11am 11:30-1:30pm
Beauty, Wonder and Awe: Outdoor Environments Part 1 Beauty, Wonder and Awe: Outdoor Environments Part 2 (4 Hour Certificate - Competencies: 1-1 hr, 2-1hr, 5-2hrs)
SANDOVAL COUNTY:
No Trainings Scheduled this Month
VALENCIA COUNTY:
No Trainings Scheduled this Month
SOCORRO COUNTY:
No Trainings Scheduled this Month
1. Child Growth Development & Learning 2. Health Safety & Nutrition 3. Family Community Collaboration Cariño Early Childhood News
EARLY CHILDHOOD EDUCATION COMPETENCY AREAS 4. Developmentally Appropriate Content 5. Learning Environment & Curriculum Implementation 6. Assessment of Children & Programs
7. Professionalism
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UNM Cariño Early Childhood TTAP Training Calendar
Please call 277-1371 to sign up. Each individual participant must pre-register him/herself. 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 are not admitted. 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
FEBRUARY 2015 - SIGN-UPS BEGIN JANUARY 12th (You MUST attend all parts in a training series to receive a certificate)
BERNALILLO COUNTY: 2/2, 9 9-11am
Powerful Interactions Series 2 Parts (FOCUS) (4 Hour Certificate - Competencies: 1-1hrs, 5-3 hrs.)
2/2, 9
6:30-8:30pm
Powerful Interactions 2 Parts (FOCUS) (4 Hour Certificate - Competencies: 1-1hrs, 5-3hrs.)
2/3, 10, 17
10am-Noon
Full Participation of Each Child Series 3 Parts (FOCUS) (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs)
2/3, 10, 17, 24
6:30-8:30pm
Orientation to Intentional Teaching Series 4 Parts (FOCUS) (8 Hour Certificate - Competencies: 1-2hr, 3-.5hr, 4-2hr, 5-1.5hr, 6-1.5hr, 7-.5hr)
2/4, 11, 18
6:30-8:30pm
Infant/Toddler Environmental Rating Scales Series 3 Parts (6 Hour Certificate - Competencies: 4-1hr, 5-2hrs, 6-2hrs, 7-1hr)
2/4, 11, 18, 25
6:30-8:30pm
Introduction to Intentional Teaching Series 4 Parts (8 Hour Certificate - Competencies: 1-2hrs, 3-1hr, 4-1.5hrs, 5-1.5hrs, 6-1hr, 7-1hr)
2/5, 12, 19
6:30-8:30pm
Participacion Integral de Cada Nino Series 3 Parts (FOCUS) - SOUTH VALLEY CNM CAMPUS (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs)
2/19, 26
6:30-8:30pm
Developmentally Appropriate Practices in Early Childhood 2 Parts (4 Hour Certificate - Competencies: 1-1hr, 4-2hrs,5-1hrs)
2/21 2/21 2/21
9-11am 11:30-1:30pm 2-4pm
Creando un Entorno Rico en Literatura Parte 1 Creando un Entorno Rico en Literatura Parte 2 Creando un Entorno Rico en Literatura Parte 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs)
VALENCIA COUNTY: 2/7 9-11am 2/7 11:30-1:30pm 2/7 2-4pm SOCORRO COUNTY: 2/28 9-11am 2/28 11:30-1:30pm 2/28 2-4pm SANDOVAL COUNTY:
Full Participation of Each Child Part 1 (FOCUS) Full Participation of Each Child Part 2 Full Participation of Each Child Part 3 (6 Hour Certificate - Competencies3-2.5hrs, 4-1.5hrs, 7-2hrs) Math: Numbers, Shapes, Sizes, and More! Part 1 Math: Numbers, Shapes, Sizes, and More! Part 2 Math: Numbers, Shapes, Sizes, and More! Part 3 (6 Hour Certificate - Competencies:1-2hrs, 4-2hrs, 5-2hrs) No Trainings Scheduled this Month
1. Child Growth Development & Learning 2. Health Safety & Nutrition 3. Family Community Collaboration
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EARLY CHILDHOOD EDUCATION COMPETENCY AREAS 4. Developmentally Appropriate Content 5. Learning Environment & Curriculum Implementation 6. Assessment of Children & Programs
7. Professionalism
Cariño Early Childhood News
UNM Cariño Early Childhood TTAP Training Calendar
Please call 277-1371 to sign up. Each individual participant must pre-register him/herself. 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 are not admitted. . 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
MARCH 2015 - SIGN-UPS BEGIN FEBRUARY 16th (You MUST attend all parts in a training series to receive a certificate)
BERNALILLO COUNTY: 3/2, 9 6:30-8:30pm
Powerful Interactions 2 Parts (FOCUS) (4 Hour Certificate - Competencies: 1-1hrs, 5-3hrs)
3/3, 10, 17, 24
6:30-8:30pm
Introduction to Intentional Teaching Series 4 Parts (FOCUS) (8 Hour Certificate - Competencies: 1-2hrs, 3-1hr, 4-1.5hrs, 5-1.5hrs, 6-1hr, 7-1hr)
3/4, 11
3-5pm
Interacciones Poderosas 2 Partes (FOCUS) (4 Hour Certificate - Competencies: 1-1hr, 5-3hrs.)
3/4, 11, 18
6:30-8:30pm
Full Participation of Each Child Series 3 Parts (FOCUS) (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs)
3/5, 12, 19
6:30-8:30pm
Full Participation of Each Child Series 3 Parts (FOCUS) - CNM South Valley Campus (6 Hour Certificate - Competencies 3-2.5hrs, 4-1.5hrs, 7-2hrs)
3/9, 16, 23, 30
10-noon
Orientation to Intentional Teaching 4 Parts (FOCUS) (8 Hour Certificate - Competencies: (1-2hr, 3-.5hr, 4-2hr, 5-1.5hr, 6-1.5hr, 7-.5hr)
3/10, 17, 24
6:30-8:30pm
School-Age Conflicts and Challenges Series 3 Parts (6 Hour Certificate - Competencies: 1-2hrs, 5-2hrs, 7-2hrs)
3/11, 18, 25
9-11am
Offering Excellence in Early Childhood Programs 3 Parts (6 Hour Certificate - Competencies: 1-1hr, 4-1hr, 5-2hrs, 6-1hrs, 7-1hr)
3/14 3/14 3/14
9-11am 11:30-1:30pm 2-4pm
Social-Emotional Strategies for Supporting Children with Challenging Behaviors Part 1 Social-Emotional Strategies for Supporting Children with Challenging Behaviors Part 2 Social-Emotional Strategies for Supporting Children with Challenging Behaviors Part 3 (6 Hour Certificate - Competencies: 1-1hrs, 4-1hrs, 5-4hrs)
3/19, 26
6:30-8:30pm
Working As A Team!! (4 Hour Certificate - Competencies: 3-2hrs, 7-2hrs)
3/28 3/28
9-11am 11:30-1:30pm
We Are All Explorers: Children, Family and Teachers as Researchers Part 1 We Are All Explorers: Children, Family and Teachers as Researchers Part 2 (4 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-2hrs)
SANDOVAL COUNTY: 1/24 9am-11am 1/24 11:30-1:30pm 1/24 2-4pm VALENCIA COUNTY: SOCORRO COUNTY,
Full Participation of Each Child Part 1 (FOCUS) Full Participation of Each Child Part 2 Full Participation of Each Child Part 3 (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs) No Trainings Scheduled this Month No Trainings Scheduled this Month
1. Child Growth Development & Learning 2. Health Safety & Nutrition 3. Family Community Collaboration Cariño Early Childhood News
EARLY CHILDHOOD EDUCATION COMPETENCY AREAS 4. Developmentally Appropriate Content 5. Learning Environment & Curriculum Implementation 6. Assessment of Children & Programs
7. Professionalism
Page 7
Other Cariño EC TTAP Learning Opportunities 45 HOUR EARLY CHILDHOOD ENTRY LEVEL COURSE Call for January - March 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 Contact one of the Cariño Child Care Inclusion Specialists (Sheryl Faulconer 277-1260, Linda Littlewolf 277-6031, or Veronica Tighe 277-1469) 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 next training . CARIÑO EC TTAP ELECTRONIC NEWSLETTER REQUESTS Would you prefer to receive the Cariño newsletter via email? If yes, please send your request to mkaspari@unm.edu. Indicate in the subject line “Electronic Newsletter Request” and you will be added to our email distribution list.
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 (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
What YOU can do about Bullying in Early Childhood Settings By Veronica Tighe, UNM Cariño EC TTAP Child Care Inclusion Consultant Parents, school staff, and other caring adults have a role to play in preventing bullying. Bullying occurs in children as young as 3 years of age. Bullying can happen anywhere, but depending on the environment, some groups may be at an increased risk. Are you promoting an antibullying environment? An anti-bullying environment has been created when all staff, parents and children participate in intervention and children are able to learn in a safe and friendly environment (Banks, 1997). This article outlines what is known about bullying among early childhood settings and how we as parents and caregivers can provide a socially safe and healthy environment. Preschoolers define “bullying” differently. Younger children view bullying as being hurtful and aggressive, but they typically do not recognize that bullying involves repetitive behavior or a power imbalance (Monks, Smith, & Swettenham, 2005). Young children’s ability to understand bullying may also be affected by their somewhat limited understanding about motivation and intention; some may be unable to compare peer responses, reflect on their own behavior, or understand another’s point-of-view until they are in early elementary grade. Bullying is the continuous and damaging actions of one child or children towards another. These acts are not provoked by the victim. There are two types of bullying—direct and indirect. Direct bullying includes pushing, kicking, hitting, and taking away things from others. Indirect bullying includes teasing, threatening to do harm, name calling and making faces (Crick, 1997; Olweus; 1993, 1994). Childhood aggression starts as early as one year of age when, in interaction with peers, infants sometimes use force to take something away from another child. Children’s behavior is greatly determined by the way they are treated. After the first year, children begin to acquire some social skills and are able to have good relationships with their peers. The way children connect with other children is determined by their ability and disposition and by the family and other primary environments (Crick, 1997; Olweus; 1993, 1994). Experiences during the early childhood years are important building blocks to help children develop skills that enable them to form healthy friendships and learn to reduce aggressive behaviors such as bullying (Hanish et al., 2004). By instructing children
on pro-social skills, such as sharing, helping, and including others, early education and child care providers may prevent bullying from occurring, reoccurring, or intensifying (Ostrov et al., 2009). Developmental differences must be made as to what are considered normal and abnormal behaviors. Normal acts of childhood aggression range from conflicts over various items to disputes over play activities. These conflicts are normal and are not considered bullying (Hay, Payne, & Chadwick, 2004). Bullying has an effect on children’s ability to learn and enjoy their school or child care experience. Teachers can address the problems in their classrooms or child care settings (Curwin & Mendler 1997; Olweus, 1993). There is strong connection between bullying in the early years and having criminal behaviors in adulthood. Victims of bullying can become afraid of school and believe it to be an unsafe and unhappy place. If steps toward intervention are not taken in the early years, it can lead to anti-social behavior later in life (Banks, 1997). Teachers it is your role to make rules to help prevent unsafe feelings. Identify the basic values of the school or classroom and provide activities that encourage their interests and abilities. Use storytelling and emphasize caring behaviors at all times. Model and teach caring behaviors and feel empowered about the difference you are making in your students’ lives. In order to help children feel better when they are upset, schedule times for children to talk about any concern or problem. If you discuss what makes a child feel safe and unsafe they will be more likely to come to you when they are being bullied. Child care facilities and schools cannot create peaceful environments for children without involving parents and the community. Anti-social behaviors in many cases begin in the home environment; therefore, educating parents could be an important piece of a child’s success. There are various ways of asking for support and educating parents (Banks, 1997; Olweus, 1993, 1994). A few ways include sending home tip sheets in family newsletters that deal with topics related to bullying prevention. Be sure to provide a list of parenting resources with phone numbers and online resources that includes information about children and their feelings, how to listen to and talk with their children and how to set limits and rules for appropriate behavior.
An excellent resource that will help you provide a classroom environment that will teach young children not to tease and bully each other, and to stand up for themselves and their friends in safe and developmentally appropriate ways is the book The Anti-Bullying and Teasing Book for Preschool Classrooms by Barbara Sprung, Merle Froschl, and Dr. Blythe Hinitz – available from Gryphon House Inc. Other resources include The Peaceful Classroom by Charles A. Smith, The Crisis Manual for Early Childhood Teachers by Karen Miller, Preschool Classroom Management by Laverne Warner and Sharon Ann Lynch, and The Values Book by Pam Schiller and Tamera Bryant. All of these books are available from Gryphon House, Inc. Learn more about bullying prevention through StopBullying.gov. Cariño Early Childhood News
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How to Raise Children Who Love Each Other Rivalry is inevitable when you have more than one child, but it can be controlled. In fact a parent’s guidance plays a key role in whether conflicts are worked out before they do permanent damage to sibling relationships. STARTING OUT RIGHT An addition to the family isn’t necessarily a joyful occasion for everyone. Firstborns have been used to the spotlight and may feel jealous and worried that they are being replaced. Here are some tactics you can use to help kids get through it:
Prepare your child ahead of time. Get her acquainted with the idea of a new sibling before the baby’s born. Let your child pat Mom’s stomach, feel the kicks, talk to the baby, and with older children, you can show them the ultrasound photos. And get her ready for the extra time and attention an infant will require by going through her baby photo album together and telling her all about the things she needed when she was an infant, like feeding and diaper changes.
Play up her importance. Even kids as young as two, love helping their
Diffuse and distract. When a conflict arises, the best form of action
is to distract the child with an activity he enjoys. Even if the child is angry, he will be caught off guard by the suggestion and so excited with or about the prospect of playing his favorite game, that he’ll forget he was ever upset.
Ignore small squabbles. The best way to handle minor problems is
to stay out of them. If your kids are young and the fight is over an object, like a toy, you can put the toy in a safe place until a plan to share it is made. With preschoolers, have them handle it themselves. Simply say, “I’ll be back in one minute. If you haven’t figured out how to share the toy, neither of you can play with it.” This conveys the message that you respect their ability to work it out themselves, but if they don’t, you will.
Set clear limits. Hurting one another, either with words or physical
force, should be non-negotiable. And never let one child be a bully.
DEVELOPING STRONG BONDS The key to nurturing lifelong friendships is to help your children be sensitive to each other’s needs and feelings and to treat each other with respect. Some ways to accomplish this:
Mom and Dad. Once the baby’s born, give your child jobs that let her Encourage them to care for and depend on one another. For feel like she has a key role in taking care of her new sibling. Allow her instance, ask your 6-year-old to entertain a younger sibling while to bring you the baby’s clothes or hold the diaper during changes, and you change a diaper or give a bath. Even a toddler can be supervised thank her for her help. to gently hold and pat an infant. This motivates the older child to care for his sibling—a feeling that the younger one will sense. Don’t leave her out. Keep a few small gifts for your child on hand for those times when visitors lavish presents and attention on the Ask them to teach each other. When one sibling takes the time to baby. Let her unwrap the baby’s gifts and test the rattles. If someone show another how to do something, it builds mutual respect and admires the baby, add, “Yes, we now have two beautiful children.” affection. The child who’s learning will see that his sibling cares enough to help him, and the sibling who’s teaching will gain self Show her the benefits of being older. If your child regresses to esteem from seeing his brother benefit from his guidance. babyish behavior, which is a common reaction, show her why being an infant might not be so much fun. You could tell her something like Foster a team spirit. Assign siblings tasks that require cooperation, “babies cannot eat peanut-butter-and-jelly sandwiches, and I know such as household chores like setting the table or folding the those are your favorite.” clothes. Adding a shared reward will encourage teamwork.
Make the time. Competing for a parent’s attention with a new brother
or sister can be tough, especially for kids under 3, for whom sharing is a foreign concept. Don’t’ promise a child equal time; the truth is that new babies require a lot of maintenance. Instead, put your baby in a sling or an infant seat so you have two free hands for reading or playing a game with the older sibling. Also arrange for your child to go on one-on-one outings with Dad or a relative, or have Dad watch the baby while Mom takes her out for ice cream or to the park.
AS THEY GROW Learning to live with a sibling is a child’s first lesson in getting along with older kids. How you handle the day-to-day dilemmas sets the tone for siblings’ interactions to help keep conflicts under control.
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Promote empathy. If a sibling is either physically
or emotionally hurt, encourage the other to offer comfort. Help children learn to think about how their behavior is going to affect one another. The ability to see oneself in another person’s shoes in an important social skill that kids begin to learn by interacting with siblings.
So even when siblings are competing for attention, arguing with each other, or not talking at all, it is important to remember that one of the most important jobs parents have is to help their children become lifelong friends. Siblings share a special bond — friends can come and go; siblings remain forever!
Cariño Early Childhood News
Diez sugerencias para mantener una buena conversación con niños pequeños 1. Asegúrese de que cada uno tenga su turno para hablar. Una conversación no tiene por qué ser larga, pero siempre debe incluir turnos para hablar y turnos para escuchar. Intente que el turno de quien habla cambie al menos cinco veces. 2. Utilice expresiones faciales y comentarios. Esto le mostrará al niño que usted le está escuchando y que se interesa por sus ideas y sus comentarios. Asienta con la cabeza, sonría o ría. Agregue “Claro”, “¿De veras?” o “Explícame eso un poco más”. 3. Haga una pausa después de decir algo. Esto le da al niño tiempo para pensar y organizar sus ideas. 4. Describa lo que usted ve hacer al niño. Los niños pequeños con frecuencia hablan mientras dibujan, pintan y hacen construcciones. Dígales “Veo que estás usando mucha pintura anaranjada. ¿Qué te hizo escoger ese color?” “¿A qué te hace acordar tu dibujo?” 5. Pídale al niño que le cuente sus anécdotas personales. Si Liana le muestra sus zapatos nuevos, usted podría decirle: “Veo que tienes zapatos nuevos rojos. Cuéntame sobre tu viaje a la tienda para comprarlos”. 6. Hable sobre libros. Después de la hora de lectura de cuentos, pregúntele al niño: “¿Qué te gustó más de este cuento?”, “¿Qué fue lo que no te gustó?”, “¿A quién te hace acordar el personaje del cuento?”, “Hubo una parte que a todos nos hizo reír. ¿Encontraste alguna otra cosa graciosa en el cuento?”
7. Invite a los niños a que le enseñen cómo hacer algo. Es posible que los niños simplemente hagan una demostración; pero mientras lo hacen, usted puede mantener una conversación con ellos. “Dime cómo haces para dibujar una casa. Veo que estás haciendo algunas líneas rectas. Y también veo unos cuadrados para las ventanas”. 8. Haga preguntas “abiertas” que puedan dar lugar a muchas respuestas. A los niños se les van a ocurrir muchas contestaciones diferentes. Por ejemplo, pregúnteles: “¿Qué puedes decirme acerca del hámster?” Evite las preguntas cuya respuesta sea una única palabra, como por ejemplo “¿De qué color es eso?” o “¿Cuántas arvejas hay en tu plato?”, Porque este tipo de pregunta tiende a hacer que la conversación se termine. 9. Estimule la autoexpresión. Algunos niños manifiestan libremente sus opiniones, pero a otros hay que pedírselas expresamente: “¿Qué piensas de este dibujo?”, “¿Por qué te gusta/no te gusta la merienda de hoy?” 10. Relacione la conversación con el niño. Usted puede referirse a la vida del niño en su hogar, a alguna cosa que haya sucedido antes, o a alguna otra conversación anterior. El lunes de mañana, dígale a Marc: “El viernes estabas contento porque durante el fin de semana ibas a ir a la fiesta de cumpleaños de tu abuelo. Cuéntame cómo te fue.”
Alternativas para no decir siempre “muy bien” Usen diferentes expresiones para empezar las oraciones. Díganles “Veo que tú…”, “Escucho que has…” o “He observado que…”, seguido de una descripción: “He observado que tú clasificaste las hojas en dos pilas. Estas son de roble y estas otras son de arce.” O prueben formas de iniciar una conversación, como “Cuéntame algo más acerca de…” o “Trabajaste
Por ejemplo, para fomentar el autocontrol, podrían decir: “Qué bueno eres. Ayudaste a Jorge a cerrarse la chaqueta, aun cuando lo que tú más querías era correr a jugar.” Transmítanles comentarios no verbales. Una palmada suave en la espalda, una sonrisa o una guiñada le dicen al niño: “Veo que estás aprendiendo”. Esto es especialmente apropiado en el caso de los niños que aprenden dos idiomas.
Observen y háganles algún comentario sobre sus esfuerzos. “Jocelyn, dedicaste mucho tiempo a tratar de averiguar dónde poner las Actúen como un espejo. dos piezas del rompecabezas. ¡Seguiste sin parar hasta terminarlo!”. Cuando un niño se tire solo por primera vez por el tobogán, si el niño Inviten a los niños a conversar. está sonriendo, sonríanle también y háganle un comentario específico: El aprendizaje de los niños se intensifica cuando hablan sobre sus ex“¡Mira qué bien que lo hiciste! Ayer me pediste que te ayudara y ahora ploraciones y creaciones. “Eso me parece muy interesante. ¿Cómo lo ya pudiste hacerlo solo”. hiciste?” “En tu hoja escribiste muchas palabras. ¿Me las leerías para Destaquen el trabajo de los niños. que yo sepa qué dicen?”. Invítenlos a ayudar a buscar un lugar para colgar una pintura. PlanifiPresten atención a los detalles. Al hablar sobre un dibujo, díganle al quen un momento en que los niños puedan compartir su trabajo con sus artista qué formas, líneas, colores y texturas ven en su trabajo. “¡Mira compañeros. Incluyan fotografías que muestren los esfuerzos y logros cuántos lunares verdes hay en el cielo! Combinaste muy bien los distin- de los niños en un blog o en una circular a las familias. “Petra y Janine, tos tonos de verde y azul para pintar este dibujo.” por favor, ayúdenme a elegir algunas fotografías para el boletín semanal. Quiero que todas las familias vean cómo trabajaron juntas en este Díganles “gracias”. libro sobre nuestro paseo al centro naturalista.” Cuando un niño ayude, agradézcanselo. “Muchas gracias por abrirme la puerta. Como tú me sostuviste la puerta, yo pude usar las dos manos Alienten los pasos siguientes. para llevar la bolsa de pelotas al salón de clase.” Luego de que un niño haya tenido una experiencia positiva, sugiéranle qué puede hacer para alcanzar otro logro mayor. “El barco que dibujasIdentifiquen una meta antes de responder. te tiene dos mástiles y muchas escotillas. ¿Qué materiales podrías usar Pregúntense: ¿Qué quiero reconocer? ¿Un comportamiento positivo, para construirlo? (Observen la introducción de escotilla, palabra nueva un acto de bondad o el uso de una técnica de solución de problemas? para enriquecer el vocabulario.) Cariño Early Childhood News
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Cariño Early Childhood News
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UNM Cariño Early Childhood News is published on a quarterly basis. Inside this issue you will find the Cariño Training Calendars for January, February & March 2015 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.