Carino Early Childhood TTAP at UNM 4th Quarter 13-14 Newsletter by UNM Continuing Education

Volume 4, Issue 19

4th Quarter 2013-2014

Cariño Early Childhood News 3-STAR and 4-STAR Programs: Time is running out! AIM HIGH is being phased out and FOCUS is being phased in. You have until December 31, 2017 to transition to FOCUS.

In my soul, I am still that small child who did not care about anything but the beautiful colors of the rainbow. Papiha Ghosh 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 Specialists Sheryl Faulconer 277-1260 Linda Littlewolf 277-6031 Training & Development Consultants Janet Gagliano 277-1039 Luisa Chavez-Scott 277-1000 Amanda Williams 277-1348 Claudia Alderete 277-1590 Vacant 277-1469 Training Coordinator Dawn Gibson

277-0593

Enrollment Services Rep Marlene Lopez-Rodriguez 277-1592 General Information & Training Registration

277-1371

If you have any questions or comments regarding the UNM Cariño EC TTAP Newsletter contact Malisa Kasparian.

Apply today to participate in FOCUS. The sooner you apply to FOCUS the more time your program will have to work on the new criteria and successfully demonstrate that you are meeting your program’s current STAR level.

5-STAR Accredited Programs: Time is running out! Your accrediting agency may no longer be recognized for 5-STAR on December 31, 2017. You may: Transition to a state-recognized early childhood accreditation (NAEYC, COA, or ACSI) or Apply to participate in the state’s new FOCUS TQRIS (this will allow your program time to meet the new 5-STAR criteria by December 31, 2017). For more information about FOCUS and to download the application please visit www.NewMexicoKids.org or call (505) 827-7623 Inside this issue: Creatures in Your Gardening Curriculum Creatures in Your Gardening Curriculum - Books for Teaches & Children Early Childhood Course Descriptions - FOCUS UNM Cariño EC TTAP Training Calendar Other Training Opportunities (45 Hour & 6 Hour Courses), Training Policies What Can We Do About Early Childhood Trauma - Part 2 Learning Through Nature, 2014 Healthy Kids Childcare Challenge La jardinería con niños

Page 2 Page 3 Page 4 Pages 5-7 Pages 8 Page 9 Page 10 Page 11

Creatures in Your Gardening Curriculum Adapted from Teaching Young Children Vol 5 No 5, by Alyse C. Hachey and Deanna Butler

After the children planted their spring seeds, Nina said sadly, “Now we have to wait.” To keep the children interested in gardening, we explored related topics while we waited. The children had had little exposure to nature, and some already had negative attitudes about tiny critters. I hoped an exploration of small animals that live in the garden might spark their scientific interests in, and appreciation of, these natural wonders.

Scientific process skills Exposure to insects and small garden animals promotes focused observation and data collection. In addition, children can practice using the tools needed to gather and convey new discoveries. They can use the language of measurement; compare, contrast, and classify; and engage in the charting and graphing of eating and growth patterns as they interact with and care for their critters.

When doing spring planting activities, what do you do while waiting for the plants to grow? This waiting time is a golden opportunity to explore another side of gardening—the creatures that make it all possible. Insects are an integral part of our everyday world, having existed for over 300 million years; they are the most common animal on our planet, and there are more types of them than every other animal combined (Davis & Keller 2009). Insects and other critters are crucial to gardening—aerating the soil, depositing nutrients, eating other animals that harm plants— but because of their often creepy reputation, they tend to be overlooked in the classroom in favor of gardening activities that focus on shiny green leaves and pretty flowers. Yet plants and small garden animals go together, both in nature and in the classroom.

Scientific content knowledge Through hands-on exploration and observation, children can interpret what distinguishes living from nonliving things. Through caring for classroom critters and roleplaying, they can gain knowledge of what different living things need to survive and learn about animal characteristics and behavior. Exploring insects and small garden creatures in the classroom addresses National Science Education Standards (NRC 1996) by allowing children to develop a concrete understanding of the characteristics of common organisms, gain knowledge about life cycles, and acquire insight into how animals and the environment work as a system.

Go local When choosing garden animals to study in your The National Research Council (NRC) states: “Students should be classroom, go with what is common for your area. engaged in observing and caring for a wide range of organisms that This way, the observations that start in the classroom can be housed in the classroom, with an emphasis on local plants and can carry over to what the children see on the animals. Acquiring firsthand experience through observing and/or playground and in the neighborhood. Talk with local handling small creatures helps children develop a healthy and curious gardeners or conduct an Internet search of New attitude toward them, rather than one of fear or disgust. Because Mexico local invertebrates” to find small animals that insects often go through distinct stages, bringing them and other small are native to your area. Community gardeners tend to be enthusiastic creatures into the classroom provides an excellent opportunity for and are usually willing to invite classes to their gardens to share their observing the stages of development in their life cycle. There is nothing experiences with local plants and animals. In addition, seek out more amazing than watching a caterpillar spinning a cocoon and botanical gardens in your area. They often have educational outreach emerging later as a butterfly! Such experiences allow children to take programs to provide teachers with resources and information on all on the role of biologist at their level of cognitive development. aspects of gardens for your region, including the small creatures that inhabit them. Crickets, ladybugs, snails, worms, and caterpillars allow Connecting garden creatures to early childhood science education for scientific exploration, are relatively easy to care for, and are available A gardening curriculum that includes small animals as a focus cheaply at pet stores or in the backyard. encourages scientific attitudes, process skills, and content knowledge as a natural part of investigation. Take care It is important that you and the children provide what will be needed for Scientific attitudes the small animals to survive and thrive— food, water, and any environCaring for insects and small garden animals in the mental specifics. And it is important to account for what happens to the classroom allows children to experience the wonder small animals at the end of the school year. and curiosity of these important creatures. Louv(2008) discusses how most young children have a “bug Vivariums are indoor enclosures that simulate the natural environments period,” and that hands on experience is crucial at of small animals. Many garden animals can live in vivariums made from this time if they are to develop naturalistic mindsets. common household materials. Snails will thrive in a clear plastic bucket A naturalistic mindset is having an active interest in, or glass jar, as long as the container has air holes on the lid and is filled and a strong desire to learn about, nature and the with damp soil and some decaying debris, such as twigs, dead leaves, natural world—in particular, about the scientific fields of botany (the and fruit rinds. Similarly, crickets will do well in a clear, aerated bucket study of plant life) and zoology (the study of animal life). or jar filled with sand, twigs, pebbles, and grass. Crickets also love to hide, so challenge your children to create hiding places. Crickets like An insects-and-small-garden-animals curriculum helps children develop fruits with pulp— and they love fish food! Do a search of “[your animal an understanding, appreciation of, and enthusiasm for the small of interest] habitat” at www.ehow.com or see the resources at the end creatures that are so abundant in the garden, as well as build a sense of the article for more ideas on creating safe homes for common garden of responsibility and respect for all living things. critters. Continued page 3

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Cariño Early Childhood News

Continued from Page 2 - Creatures in Your Gardening Curriculum Adapted from Teaching Young Children Vol 5 No 5, by Alyse C. Hachey and Deanna Butler Don’t BUG me The term bug is often used to name any unidentified garden insect; however, it is correctly used for only one class of insect: Heteroptera (also called true bugs). True bugs include bedbugs, stinkbugs, water striders, and several others. For more information on Heteroptera, visit www.myrmecos.net/insects/heteroptera.html. Lightning bugs and ladybugs are insects but not bugs. They are actually different types of beetles. Spiders are not insects at all; they are arachnids, so teachers should definitely not refer to them as bugs or insects. Being scientifically correct is important, but using the name bugs is extremely common, and it is important not to be hypercritical of children or parents who use the term. In fact, many books incorrectly use bugs and insects inter-changeably (even some of those listed at the end of this article!). In the classroom, rather than incorrectly referring to unidentified animals the children encounter, use the terms small animals, small creatures, or mini-beasts when discussing them. To expand vocabulary, try to use the specific name of the insect or small animal you are observing whenever possible. And be sure to avoid wording that has negative connotations, such as creepy crawlies. Consider using the distinction between bugs and insects as an opportunity to start an exploration with children. Bugs Are Insects, by Anne F. Rockwell, is a terrific nonfiction science picture book. It introduces basic concepts for differentiating insects, bugs, spiders, and other kinds of small creatures. The artwork is collage, making the book colorful and interesting.

Think inclusively Because insects and small animals are so different from us, people develop strong attitudes about them very early in life—either as amazing and exciting or as creepy and crawly. You may fall into the latter category. So, if you are not ready for real insects and critters in the classroom, you can still add insects and small animals to the gardening curriculum through nonfiction and picture book stories, posters, and models. Adding plastic model insects, high-quality soil, and small garden tools to the sensory table will offer children hours of interaction and gardening play that acknowledges the role of insects in the garden. Encourage children to investigate small creatures on the playground by putting out a dish of sugar water and offering magnifying glasses. Children can explore and develop questions about insects that foster their curiosity and diminish fear. Even checking your response to a spider that wandered into the classroom can make a difference in affecting children’s inquiry attitude. Instead of “Ew, ew, kill it!” you could respond with “What is it doing? What do you notice about it? Let’s take it out where it belongs.” It would take about the same amount of time to allow the children to capture the spider in a cup and release it outside as it would to kill it. By making this simple choice, the lifelong attitudes the children develop—and their later interest in and study of this important part of our natural world—could be vastly different.

Books for teachers

Creepy Crawlies and the Scientific Method: More Than 100 Hands-On Science Experiments for Children, by Sally Kneidel (1993). Everything you need to have and know to keep and explore a variety of small animals.

Insectigations: 40 Hands-On Activities to Explore the Insect World, by Cindy Blobaum (2005). A book of interesting information and activities for 7–10-yearolds that can be adapted for younger ages too.

Pets in a Jar: Collecting and Caring for Small Wild Animals, by Seymour Simon (1979). A guide book on creating nurturing environments for keeping and observing small animals in your classroom.

Snail Trails and Tadpole Tails: Nature Education for Young Children, by Richard Cohen and Betty Phillips Tunick (1993). Shares the stories of

two teachers who created mini-habitats in their preschool classrooms and the resulting discovery and learning about small animals by grown-ups and children alike, along with detailed how-to information and resources for doing it in your own classroom.

Books for children

The Best Book of Bugs, by Claire Llewellyn (2005). Filled with eye catching illustrations and basic facts on common insects—as well as other small garden creatures such as spiders, snails, and worms.

Big Book of Bugs, by Theresa Greenaway (2000). Colorful, large-size photographs of insects, plus interesting related facts and figures. Bugs! (Rookie Reader Series), by Patricia McKissack and Frederick McKissack (1988). A guide to insects for young children, with colorful action pictures of insects in familiar, everyday activities.

Bugs Are Insects (Let’s-Read-and-Find-Out Science 1), by Ann F. Rockwell, Steve Jenkins (illustrator) (2001). A preschool level book with basic factual information in an easy-to-read format that introduces common insects and explains the main differences between insects and spiders.

Insect (DK Eyewitness Books), by Laurence Mound (2007). Written for a slightly older audience (8 years and up). However, large-size

photographs and diagrams of insects will encourage children to look and wonder, making this a book younger children and adults will enjoy reading together.

Insects in Action: (Level 1) (American Museum of Natural History Easy Readers), by Thea Fledman and the American Museum of Natural History (2012). A preschool-level book about the big things that small creatures can do! 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 detailed descriptions for each FOCUS training. These trainings will be offered all throughout the calendar year and they will specifically be designated as “FOCUS” related. PLEASE NOTE: The FOCUS trainings must be taken in the following order POWERFUL INTERACTIONS Powerful Interactions (4 Hour Series)

Powerful Interactions, the book 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.

NEW MEXICO EARLY LEARNING GUIDELINES Introducing the New Mexico Early Learning Guidelines: Introduction (8 Hour Series) Part 1 - In this 2-hour training you will learn about the background and overview of the NMELG’s. You will receive a copy of the document so that you can become familiar with the general content; sections; and the specific parts of each section.

Part 2 - In this 2-hour training you will bring your copy of the NMELG’s to become acquainted with the purposes, recommended uses and guiding principles. You will be introduced to the Individualizing and Curriculum Planning Process using the ELG’s and learn about the ELG Family Engagement Materials.

Part 3 - In this 2-hour session you will bring your copy of the NMELG’s and learn more about authentic, observational assessment using the guidelines. The foundations for observing children will be shared along with ways to document your observations. Some strategies for good documentation will be introduced.

Part 4 - In this 2-hour session you will bring your copy of the NMELG’s and learn more about portfolio documentation as a way to organize your observational notes and relate them to the NMELG’s. You will become acquainted with the portfolio formats for the NMELG’s and learn strategies for communicating effectively with families through portfolio documentation.

EARLY CHILDHOOD ENVIRONMENT RATING SCALES - REVISED (ECERS-R) Early Childhood Environment Rating Scale - Revised for Classroom Self-Assessment (6 Hour Series)

In this 6-hour training series, the Early Childhood Environment Rating Scale - Revised and teaching practices that are linked to positive child outcomes, ELG’s, and continuous program improvement for your program/classroom will be explored.

Part 1 - Key elements of program structure Part 2 - Powerful interactions with children, your curriculum Part 3 - Self-Assessment and Continuous Program Improvement Plan Please note: Cariño will also be offering the Infant Toddler Environment Rating Scale (ITERS), the Family Child Care Home Environment Rating Scale (FCCERS), and the School-Age Childhood Environment Rating Scale (SACERS) training series throughout the year. See ECERS-R description above.

AUTHENTIC OBSERVATION DOCUMENTATION CURRICULUM PLANNING PROCESS (AODCP) AODCP (6 Hour Series)

Join us in this 6-hour training as we explore the process of observing and documenting how young children grow and develop. Based on the AODCP process, this training includes elements about what “getting the why” means, the NM Early Learning Guidelines (ELG’s), Developmentally Appropriate Practice (DAP), and the inclusion of families. AODCP also provides practical ideas and activities to support participants in their process of curriculum planning.

See pages 5-7 for specific dates, times and registration information!

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Cariño Early Childhood News

UNM Cariño Early Childhood TTAP Training Calendar  Please call 277-1371 (277-1590 en Español) 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. 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

APRIL 2014 - SIGN-UPS BEGIN MARCH 17th (You MUST attend all parts in a training series to receive a certificate) BERNALILLO COUNTY: 4/2 10:00am-Noon Professionalism - Professional Profile Part 1 4/9 10:00am-Noon Professionalism - Conflict Resolution Part 2 4/16 10:00am-Noon Professionalism - Family & Community Part 3 (6 Hour Certificate - Competencies 2-2hrs, 3-2hrs, 7-2hrs)

277-1371

4/2 4/9

6:30-8:30pm 6:30-8:30pm

FOCUS - Powerful Interactions Part 1 FOCUS - Powerful Interactions Part 2 (4 Hour Certificate - Competencies 1-1hr, 5-3hrs)

4/7 4/14 4/21

6:30-8:30pm 6:30-8:30pm 6:30-8:30pm

Scaffolding - Understanding Scaffolding in Early Childhood Part 1 Scaffolding - The Art of Being Creative Activities Part 2 Scaffolding - Assessment Tools for Scaffolding Part 3 (6 Hour Certificate - Competencies 1-2hr, 4-2hrs, 5-1hr, 6-1hr)

4/7 4/14 4/21 4/28

6:30-8:30pm 6:30-8:30pm 6:30-8:30pm 6:30-8:30pm

FOCUS - Early Learning Guidelines Introduction Part 1 FOCUS - Early Learning Guidelines Introduction Part 2 FOCUS - Early Learning Guidelines Introduction Part 3 FOCUS - Early Learning Guidelines Introduction Part 4 (8 Hour Certificate - Competencies 1-2hrs, 3-.5hr, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hr)

4/10 4/17 4/24

6:30-8:30pm 6:30-8:30pm 6:30-8:30pm

FOCUS - Early Childhood Environment Rating Scales - ECERS-R Part 1 FOCUS - Early Childhood Environment Rating Scales - ECERS-R Part 2 FOCUS - Early Childhood Environment Rating Scales - ECERS-R Part 3 (6 Hour Certificate - Competencies 4-1hr, 5-2hrs, 6-2hrs, 7-1hr)

4/12 4/12

9:00-11:00am 11:30-1:30pm

The Joy of Learning - Child As Partner Part 1 (Collaboration w/UNM Family Development Program) The Joy of Learning - Child As Partner Part 2 (4 Hour Certificate - Competencies 1-2hrs, 4-1hr, 5-1hr)

4/16 4/23 4/30

6:30-8:30pm 6:30-8:30pm 6:30-8:30pm

Andamiaje - Comprendiendo Andamiaje en la Edad Temprana Part 1 Andamiaje - Actividades de Andamiaje Part 2 Andamiaje - Herramientes de Evaluación para el Andamiaje Part 3 (6 Hour Certificate - Competencies 1-2hr, 4-2hrs, 5-1hr, 6-1hr)

4/22 4/29

6:30-8:30pm 6:30-8:30pm

FOCUS - Powerful Interactions Part 1 FOCUS - Powerful Interactions Part 2 (4 Hour Certificate - Competencies 1-1hr, 5-3hrs)

277-1371

Learning Through Play - Why is Play so Important Part 1 Learning Through Play - Different Types of Play Part 2 (4 Hour Certificate - Competencies 1-1hr, 4-1hr, 5-2hrs)

277-1371

VALENCIA COUNTY: 4/26 9:00-11:00am 4/26 11:30-1:30pm

277-1371

SANDOVAL and SOCORRO COUNTY: No Trainings Scheduled this Month

FOCUS trainings are open to everyone! For a more detailed description of these trainings see Page 4. 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 for Children & Programs

7. Professionalism

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MAY 2014 - SIGN-UPS BEGIN APRIL 14th (You MUST attend all parts in a training series to receive a certificate)

BERNALILLO COUNTY: 5/1 6:30-8:30pm Quality Care Series - Intro to the NM Quality Rating System Part 1 5/8 6:30-8:30pm Quality Care Series - Happy & Healthy Learning Environments Part 2 5/15 6:30-8:30pm Quality Care Series - Watch, Listen & Learn—Observation/Assessment Part 3 (6 Hour Certificate—Competencies 1-1hr, 4-2hrs, 5-1hr, 6-1hr, 7-1hr)

277-1371

5/3 5/3

9:00-11:00am 11:30-1:30pm

Watch Me Play, Watch Me Learn Part 1 (Collaboration w/UNM Family Development Program) Watch Me Play, Watch Me Learn Part 2 (4 Hour Certificate - Competencies 1-2hrs, 3-1hr, 4-1hr)

5/5 5/12 5/19

10:00am-Noon 10:00am-Noon 10:00am-Noon

What is Diversity Part 1 Diversity in the Environment Part 2 Family Involvement Part 3 (6 Hour Certificate - Competencies 4-2hrs, 3-2hrs, 5-2hrs)

5/5 5/12

6:30-8:30pm 6:30-8:30pm

Creativity with Children - Why Creativity is Important Part 1 Creativity with Children - Multiple Ways to Be Creative Part 2 (4 Hour Certificate - Competencies 1-1.5hrs, 4-1.5hrs, 5-1hr)

5/6 5/13 5/20

3:00-5:00pm 3:00-5:00pm 3:00-5:00pm

El Juego - Un Vehículo Fundamental para el Aprendizaje Parte 1 El Juego - Planificando para El Juego Parte 2 El Juego - Día de Juego Parte 3 (6 Hour Certificate - Competencies 1-2hrs, 4-2hrs, 5-2hrs)

5/6 5/13 5/20

6:30-8:30pm 6:30-8:30pm 6:30-8:30pm

FOCUS - Powerful Interactions Part 1 FOCUS - Powerful Interactions Part 2 Powerful Interactions with Challenging Behaviors Part 1 (4 Hour Certificate (5/6 & 5/13) - Competencies 1-1hr, 5-3hrs)(2 Hour Certificate (5/20) - 1-1hr, 4-1hr)

5/7 5/14 5/21 5/28

6:30-8:30pm 6:30-8:30pm 6:30-8:30pm 6:30-8:30pm

5/17 5/17 5/17

9:00-11:00am 11:30-1:30pm 2:00-4:00pm

El poder de la Observación - Evaluaciones de los Niños y Programas Parte 1 Usando Observaciones Para Construir Relaciones - Colaboración de Familia y Comunidad Parte 2 Observa - Evalúa - Planea - Contenido Apropiado para el Desarrollo Parte 3 (6 Hour Certificate - Competencies 3-2hrs, 4-2hrs, 6-2hrs)

SANDOVAL COUNTY: 5/17 9:00-11:00am FOCUS - Powerful Interactions Part 1 5/17 11:30-1:30pm FOCUS - Powerful Interactions Part 2 (4 Hour Certificate - Competencies 1-1hr, 5-3hrs) SOCORRO COUNTY: 5/17 9:00-11:00am FOCUS - AODCP Part 1 5/17 11:30-1:30pm FOCUS - AODCP Part 2 5/17 2:00-4:00pm FOCUS - AODCP Part 3 (6 Hour Certificate - Competencies 4-1hr, 5-2hrs, 6-2hrs, 7-1hr) VALENCIA COUNTY: No Trainings Scheduled this Month

277-1371

FOCUS trainings are open to everyone! For a more detailed description of these trainings see Page 4.

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Cariño Early Childhood News

JUNE 2014 - SIGN-UPS BEGIN MAY 19th (You MUST attend all parts in a training series to receive a certificate) BERNALILLO COUNTY: 6/2 6:30-8:30pm FOCUS - Powerful Interactions Part 1 6/9 6:30-8:30pm FOCUS - Powerful Interactions Part 2 (4 Hour Certificate - Competencies 1-1hr, 5-3hrs)

277-1371

6/4 6/11 6/18

10:00am-Noon 10:00am-Noon 10:00am-Noon

Professionalism - Fish Philosophy: A Workplace with Energy, Passion, and Positive Attitude Part 1 Professionalism - Talk the Talk Part 2 Professionalism - Walk the Walk Part 3 (6 Hour Certificate - Competencies 3-2hrs, 6-2hrs, 7-2hrs)

6/4 6/11 6/18 6/25

6:30-8:30pm 6:30-8:30pm 6:30-8:30pm 6:30-8:30pm

6/7 6/7 6/7

9:00-11:00am 11:30-1:30pm 2:00-4:00pm

Infant & Toddler Social Emotional Development - Relationships Part 1 Infant & Toddler Social Emotional Development - Routines and Environments Part 2 Infant & Toddler Social Emotional Development - Individualized Intervention Part 3 (6 Hour Certificate - Competencies 1-2hrs, 5-3hrs, 6-1hr)

6/10 6/17 6/24

6:30-8:30pm 6:30-8:30pm 6:30-8:30pm

The Effects of Childhood Trauma - Introduction Part 1 The Effects of Childhood Trauma - Brain Development Part 2 The Effects of Childhood Trauma - Individualized Intervention Part 3 (6 Hour Certificate - Competencies 2-2hrs, 5-3hrs, 6-1hr)

6/12 6/19 6/26

6:30-8:30pm 6:30-8:30pm 6:30-8:30pm

6/16 6/23

6:30-8:30pm 6:30-8:30pm

FOCUS - Powerful Interactions Part 1 FOCUS - Powerful Interactions Part 2 (4 Hour Certificate - Competencies 1-1hr, 5-3hrs)

6/21 6/21 6/21

9:00-11:00am 11:30-1:30pm 2:00-4:00pm

Learning Through Play - Why is Play Important Part 1 Learning Through Play - Different Types of Play Part 2 Learning Through Play - What Children Learn During Play Part 3 (6 Hour Certificate - Competencies 1-1hr, 4-3hrs, 5-2hrs)

277-1371

SANDOVAL, VALENCIA, and SOCORRO COUNTY: No Trainings Scheduled this Month

EARLY CHILDHOOD EDUCATION COMPETENCY AREAS 4. Developmentally Appropriate Content 5. Learning Environment & Curriculum Implementation 6. Assessment for Children & Programs

7. Professionalism

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Other Cariño EC TTAP Learning Opportunities 45 HOUR EARLY CHILDHOOD ENTRY LEVEL COURSE Call for April—June 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 - APRIL 5th 9-11am 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 can we do about early childhood trauma? (Adapted from Zero to Six Collaborative Group, National Child Traumatic Stress Network, 2010, Los Angeles, CA and Durham, NC: National Center for Child Traumatic Stress and The Safe haven Training Project.) Imagine what the world is like for children who are worried about their own safety or the safety of someone they love. How can those children put energy into playing and learning? Instead of trying to figure out where a puzzle piece fits or how to write letters of their names, their energies are spent on trying to figure out how to stay safe. The effects of traumatic experiences on young children are sobering, but not all children are affected in the same way, or to the same degree. Children and families possess competencies, psychological resources, and resilience that can protect them against long-term harm. Child traumatic stress happens when children experience traumatic events or situations that upset and overwhelm their ability to cope. When signs and symptoms interfere with daily life, a child is experiencing traumatic stress. Children suffering from traumatic stress symptoms generally have difficulty regulating their behaviors and emotions. They may be clingy and fearful of new situations, easily frightened, difficult to console, and /or aggressive and impulsive. The signs of traumatic stress are different in each child. Preschool Children may:             

Feel helpless and uncertain Fear being separated from their parent/caregiver Cry and/or scream a lot Eat poorly and lose weight Return to bedwetting Return to using baby talk Develop new fears Have nightmares Recreate the trauma through play Be unable to trust others of make friends Not develop to the next growth stage Have changes in behavior Ask questions about death

What can we do to help children feel safe? When young children experience a traumatic stressor, their first response is usually to look for reassurance from the adults who care for them. The most important adults in a young child’s life are his/her parents, caregivers and relatives. These adults can help reestablish security and stability for children who have experienced trauma by doing the following: 1. Listen to your children. You don’t have to solve a child’s problem. What that child needs most is to know that you care and that you have listened to him or her. 2. Give clear, simple explanations about scary events. 3. Reach out to children who feel scared. 4. Help your children learn to solve problems and play in nonviolent ways. 5. Be a role model for your children. 6. Help children expand their ‘feelings’ vocabulary. 7. Setting and adhering to routines and schedules. 8. Setting boundaries and limits with consistency and patience. 9. Showing love and affection. For more information check out these resources:  National Child Traumatic Stress Network @ www.nctsn.org  Scholastic for Teachers @ www2.scholastic.com/  Head Start @ www.headstart.org  Rice, K.F,. & Groves, B.M. (2005). Hope and healing: A

caregiver’s guide to helping young children affected by trauma.

 What Do You Do with the Mad that you Feel: an activity book from Family Communications Mister Roger’s Neighborhood

Some suggested children’s books to share and discuss: The Grouchy Ladybug by Eric Carle Mean Soup by Betsy Everitt When I’m Angry by Jane Aaron

I Was So Mad by Mercer Mayer On Monday When It Rained by Cherryl Kachenmeister

Some ideas for the classroom:  Focus on teaching emotional vocabulary and helping all children be able to identify their feelings and what has made them feel that way.  Encourage children to find release for their anger and fear by using physical outlets. Some ideas are using drum rhythms, digging a hole, cutting or tearing paper, making coil pots, having a pounding festival, and exercise.  Allow children to channel angry feelings into creative activities such as making up songs, painting how they feel, puppet plays, and telling stories.

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Learning Through Nature Chasing fireflies on a warm night, blowing dandelion puffs across the lawn, looking for spider webs in the morning dew — these are all exciting ways for children to discover and explore nature. Share in this wonderful excitement as you encourage a child to develop respect for living things and rejoice together as he or she encounters the natural beauty of flowers, rainbows, lizards, and baby bunnies. Through this discovery process, children learn to observe, compare, classify, and predict. Science skills are enhanced as their respect for and involvement with nature deepens. Take a Journey Through Nature Whether you live in the city or the country, there are many opportunities for you and a child to experience nature. Start by going outside and taking a special walk!  Collect treasures — Use observation skills as you look for wonderful objects. A child might get excited about gathering pebbles, leaves, or seashells. Together, make wristbands out of masking tape and “wear” some of your treasures. Take them home and have fun sorting and classifying each set into colors, shapes, and other categories.  “Sense” your surroundings — Talk about our senses and how important they are. Then together, sniff the fragrances in the air — pine needles, mowed grass, wet earth. Touch soft moss, rough bark, and smooth rocks and talk about textures. Listen to the sounds of the birds singing and rain tapping on your umbrellas.  Help preserve the beauty — Bring along a garbage bag to stash litter. Throw it away and return recyclable cans. As you share your respect for nature, a child will begin to understand it, too.  Feel the quiet — If possible, find a special spot to sit quietly and observe nature together. Talk about how the leaves, trees, and grass change; listen to nature’s sounds; and help a child experience the pleasure and importance of feeling calm inside. On With the Investigation As you do the following activities together, encourage a child to verbalize her thoughts and observations. She will be practicing science skills and both of you will feel closer to nature.  Get to know bugs — Children love to observe insects. On warm nights, watch how moths are attracted to lights. During the day, use magnifying glasses to search for grasshoppers and ladybugs. Turn over rocks to see what’s hiding underneath.  Learn about growth — Talk about seeds and how they grow. Look for them in grasses, nut trees, milkweed, fruits, and flowers. Count seeds in tomatoes, oranges, and cucumbers. Then grow grass seed, marigolds, or beans. Help a child predict how long seeds will take to sprout.  Share the sun — Help a child discover that sunlight warms the earth. Touch different outdoor objects (rocks, branches, grass) in the sun and in the shade. Compare: which ones are warmer? Which are cool?

Introducing the 2014 Healthy Kids Childcare Challenge By Monica Griego, Healthy Kids Childcare Specialist Healthy Kids Healthy Childcare is a programmatic partnership between CYFD and the NM Department of Health's Office of Nutrition and Physical Activity. Healthy Kids Healthy Childcare (HKHC) supports childcare providers in New Mexico to make healthy eating and physical activity a part of their daily routine. In 2014, HKHC is implementing a statewide Challenge to providers working in licensed centers, registered homes, and licensed homes. The goal of the 2014 HKHC Challenge is to increase physical activity and decrease/eliminate screen time in childcare settings. HKHC will introduce the Challenge to licensed center providers through childcare newsletters, statewide conferences such as the annual NMAEYC and NACFC conferences, TTAP trainings statewide and CYFD Licensed Center Director Trainings across the state.

Look for the HKHC workshops and training opportunities near you or email: HealthyKidsHealthyChildcareNM@gmail.com to find out how to sign-up your childcare home or center in the Challenge.

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Cariño Early Childhood News

Cariño EC TTAP Clases en Español 4/16 4/23 4/30

6:30-8:30pm 6:30-8:30pm 6:30-8:30pm

5/6 5/13 5/20

3:00-5:00pm 3:00-5:00pm 3:00-5:00pm

5/17 5/17 5/17

9:00-11:00am 11:30-1:30pm 2:00-4:00pm

Par inscribirse en las clases en español por favor llame a Marlene 277-1371. EARLY CHILDHOOD EDUCATION COMPETENCY AREAS 1. Child Growth Development & Learning 2. Health Safety & Nutrition 3. Family Community Collaboration

4. Developmentally Appropriate Content 5. Learning Environment & Curriculum Implementation 6. Assessment for Children & Programs

7. Professionalism

La jardinería con niños La jardinería con niños es una forma de familiarizarse con la naturaleza y así aprender a cuidarla desde pequeños. Las plantas son una buena “fuente de información” o un buen punto de partida para empezar a aprender. Si es posible puede plantar un huerto donde los niños pueden experimentar el proceso de crecimiento hasta llegar a hacer sopa de verduras para su familia. Los niños aprenden que las plantas necesitan agua, la luz del sol, que las raíces crecen hacia abajo en la medida en que los tallos aumentan tamaño, y que algunas plantas son comestibles y una cierta cantidad no lo son. También puede plantar flores que atraen a los colibríes o a las mariposas o a las lombrices o a las mariquitas para mejorar su huerto. Los niños gozaran y aprenderán de todas estas actividades. El interés en ellas se extenderá a un entusiasmo general para aprender sobre el mundo y sobre su medio ambiente. Anime a los niños a hacer colecciones de los objetos naturales que se encuentran en caminatas o con sus familias durante el fin de semana y que luego la exhiban en su entrada. El mundo natural es una fuente interminable de actividades e información para niños pequeños. Pueden observar las flores volverse Cariño Early Childhood News

semillas y las semillas volverse nuevas plantas. Pueden ver algunos gusanos convertir basura vegetal en abono y como ese abono vegetal convierte a un huerto en firme y sano. Pueden sentir la fuerza del viento y ver como hace que las nubes se deslicen a través del cielo. Sienten el cambio de clima de caliente a frio y de frio a caliente. Todas estas cosas pueden servir como base de aprendizaje para los niños a su cargo  Rampas para vehículos de juguetes o pelotas; coladores y cribadores para arena y agua  Semillas maduras de flores y las primeras ramas de primavera para ponerlas en agua y ver como florecen  Colecciones de objetos naturales, como conchas, rocas, bellotas y brotes y vainas de arboles  Imanes  Prismas, cristales y termómetros Consejitos  Determine que quiere que los niños aprendan del proyecto de cultivar un jardín.  Aproveche los recursos locales para planificar un jardín  Consiga la participación de los niños, sus familias y otros

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Non-Profit Organization U.S. Postage University of New Mexico Cariño Early Childhood Training & Technical Assistance Program Early Childhood Services Center 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 April, May & June 2014 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.