Volume 20, Issue 2
2nd Quarter 2014-2015
Cariño Early Childhood News Fall Activities and Events in our Community South Valley Chile Fiesta & Arts Market Date & Time: September 27, 2014 10:00 am – 10:00 pm Admission: Free Location: South Valley Gateway Park 100 Isleta Blvd SW The South Valley Chile Fiesta & Arts Market is a joint collaboration between Bernalillo County, South Valley Main Street, the Mixing Bowl Kitchen and the South Valley Economic Development Center. This event will support local businesses, vendors and farmers. Enjoy over 10 craft booths, chile roasting, live music, kids’ activities, a chile cook-off contest, salsa competition and more!
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 Janet Gagliano 277-1039 Luisa Chavez-Scott 277-1000 Amanda Williams 277-1348 Claudia Alderete (Bilingual) 277-1590 Joel Casas (Bilingual) 277-1592 Jose Cano (Bilingual) 277-1262 Tatiana Roman-Rodriguez 277-0271 (Bilingual) Vacant 277-0082 Vacant Vacant Training Coordinator Dawn Gibson
277-0593
Enrollment Services Rep Marlene Lopez-Rodriguez 277-1592 (Bilingual) General Information & Training Registration
277-1371
If you have any questions or comments regarding the UNM Cariño EC TTAP Newsletter contact Malisa Kasparian.
Salud y Sabor Date & Time: September 25, 2014 5:30 pm – 7:30 pm Admission: Free Location: National Hispanic Cultural Center - Education Building Salud y Sabor is an evening of food, art, and entertainment aimed at providing families with an opportunity to connect around nutrition, cooking, healthy lifestyles, and culture. Once a month through December, community members from throughout Albuquerque will gather for cooking demonstrations using fresh locally grown ingredients, fun art activities for kids and adults, health screenings, and live entertainment. An emphases will be placed on exploring traditional Hispanic dishes, on providing basic information/ free screenings from local Western and alternative health practitioners, as well as art activities and live music. Most months free samples of local produce will be available. Salud y Sabor is a partnership between the Agri-cultura Network, Street Food Institute, and the National Hispanic Cultural Center.
The Cariño EC TTAP staff wish you and your family a wonderful and safe Holiday Season! Please note the Cariño EC TTAP offices will be Closed November 27th and 28th for the Thanksgiving Holiday and December 22nd thru January 2nd for Winter Break.
Inside this issue: What Children Learn — Ages & Stages of Development What Children Learn — Ages & Stages of Development Continued Early Childhood Course Descriptions - FOCUS UNM Cariño EC TTAP Training Calendar Other Training Opportunities (45 Hour & 6 Hour Courses), Training Policies What is Behavior Regulation? Power Breakfasts for Kids! Más allá de los resultados
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What Children Learn — Ages & Stages of Development There is no substitute for experience—especially in early childhood. In these important years, interactions and experiences with materials, ideas, and other people are children’s best teachers. A child needs many opportunities to explore, to test out physical and social skills, to express ideas, and to listen to the ideas of others. You might say that at this age learning goes from the hand to the head, not the opposite.
Physical — 3’s are developing: large-motor skills; They can run, jump, climb, ride a trike. fine-motor skills: They can hold large brushes and crayons, string large beads.
Intellectual — 3’s are learning about: color names and shapes For example, to understand what snow is, three-year-olds need to lift it to feel its weight, mold it to understand its qualities, run their hands over sorting things that are alike and different it to discover its texture, and watch it melt to understand its relationship counting from 1 to 10 repeating and creating simple patterns to heat. Only after they have experienced snow with their senses will they be able to talk in detail about it, draw it, and fully appreciate stories problem-solving skills about it. Likewise, five-year-olds who are learning about their community spatial relationships—above, below.. absorb the concept best when they visit a local restaurant to observe basic concepts related to seasonal changes, how it works, then “build” their own restaurant and assume specific weather, animals, and plants jobs—writing menus and serving customers. It’s learning by doing. And at the same time, it’s also math, science, social studies, and Social/emotional — 3’s are learning about: language arts. Early childhood educators refer to these experiences as separating from home and making the transition into another setting “developmentally appropriate” because they take into account how themselves and identifying their body parts, feelings, and needs individual children learn and develop. Children also learn best when they families—theirs and others’ engage in projects—in depth, long-term studies of interesting topics— classroom as a community rather than rote tasks. friends and cooperation The learning expectations for three to six-year-olds that follow are self-help skills—dressing, washing hands general guidelines. They present a continuum of development, since self-control—still may forget the rules children progress at different rates. You’ll see some milestones are following one-step directions and classroom routines such as cleanup repeated across the ages. For example, three-to six-year-olds are all interacting with familiar adults learning about their families and the natural world. The difference is that as children grow and develop, they’re more capable of independent, 4’s abstract, and complex thinking. Be proud of everything a child has The energy and imagination of four-year-olds fuel their desire to learn already learned and use these guidelines to anticipate the wonderful and explore. Their language explodes with new vocabulary and endless experiences ahead. why questions. Fours crave a variety of hands-on experiences. They may begin to plan ahead—what to draw or act out in dramatic play — 3’s Learning experiences for a three-year-old should emphasize language, and play more cooperatively with larger groups of children. They are activity, and movement, especially gross-motor movement. Threes still better at following rules and exercising self-control, but can still be very impulsive. learn through their bodies: They need to ride wheel toys, pound clay, and balance blocks. The Fours are fascinated with the world around them—they’re curious about process of creating is more important than the likenesses and differences in people, places, and things. Their fantasy finished product. They explore materials with all life is rich—they’ll pretend to be scary monsters and role-play the actions their senses: What does this paint or glue smell like? they wonder. They are increasingly interest- of powerful superheroes (not quite sure if they’re real or unreal!). Increasingly, four-year-olds take less direction from adults and want to ed in playing with other children and in learning take more initiative. to share. For this age, small-group activities are more appropriate than large-group activities. Social/emotional — 4’s are learning about: cooperating, taking turns, collaborating, helping others Language/expressive — 3’s are learning about: similarities and differences related to gender, race, and other physical speaking/listening in a group characteristics listening/responding to storybooks family roles and responsibilities rhyming games and songs managing fears and impulses new vocabulary words self-awareness and “Who am I?” pretend (scribble) writing being purposeful/goal-directed in activities writing their own name interacting with familiar adults identifying their own name making choices telling stories to accompany their artwork exploring what different art media can do drawing simple forms of people, usually with few details
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Cariño Early Childhood News
What Children Learn — Ages & Stages of Development Intellectual — 4’s are learning about: sorting and classifying sequencing events—before and after counting from 1 to 20 comparisons—more/less, larger/smaller cause and effect, when observable following or copying a sequential pattern counting objects and numerical matching seeking answers through active investigation—sinking/floating, mixing colors playing games that require concentrating and taking turns—lotto, matching basic concepts related to their neighborhood and familiar events
Language/expressive — 5’s & 6’s are learning: about all kinds of books selecting favorite books by subject or author associating letters (consonants) with sounds showing independent interest in reading retelling a story verbally and through dramatization and drawings predicting through pictures and story content print—sequencing, spacing of words spelling familiar words, including own name, and spelling other words as they sound recognizing all letters in the alphabet participating in a whole class discussion drawing a detailed picture that is clearly representational
Physical — 4’s are developing: large-motor skills: They can pump a swing, climb a rope ladder, skip, hop, use wheel toys in dramatic play. fine-motor skills: They are able to hold small brushes, string small beads, button.
Social/emotional — 5’ & 6’s are learning about: individuality—”What’s special about me?” (and other children in the class) recognizing and discussing emotions expressing empathy cooperating and compromising making choices resolving their own problems and conflicts taking responsibility for the classroom and the environment (recycling) exercising self-control and being proud of knowing how to “behave”
Language/expressive — 4’s are learning about: silly language and wordplays different books—storybooks, poetry dictating stories and messages dramatizing stories with puppets noticing details in stories and adding details to their own work being active in group discussions writing their own name pretend (scribble) writing identifying and writing some of the alphabet retelling information from a story predicting what will happen in a story recognizing and singing songs using language for a variety of purposes 5’s & 6’s Five- and six-year-olds in kindergarten are eager to use their developing skills to pursue social relationships and master new areas. Once they have explored a material, they want to put it to use. They’ll see how many blocks they can balance or use twigs to add claws to a clay dinosaur. They are now capable of cooperating with larger groups in simple games and projects. They plan complex dramatic play with roles and rules. They have rich imaginations, but their creativity is more focused and controlled than when they were younger. They are learning more about print, not from worksheets and rote drill, but from being in a print-rich environment. Some six-year-olds in kindergarten may read, but most don’t. However, they are delighted with writing words, messages, or stories as a way of communicating. Because fives and sixes are putting their skills to the test in so many ways, it is important to praise their efforts and accept their mistakes.
Intellectual — 5’s & 6’s are learning about: sorting and classifying—colors, size... graphing counting 1 to 30 or higher comparisons—greater than/less than writing numbers estimating and measuring simple time concepts (hour) complex patterns calendar concepts social systems—their classroom, school, neighborhood stores how maps represent spatial relationships groups of animals-reptiles, farm animals… how things like a flashlight work using reasoning and problem-solving skills proposing logical explanations for scientific phenomena making a useful product like a birdhouse or a doll blanket Physical – 5’s & 6’s are developing: large-motor skills: They are beginning to play games with simple rules and scoring. Their improved eye-hand coordination allows for improved kicking, catching, and throwing small balls. fine-motor skills: They now use adult-style grasp, can cut on a line, and manipulate small brushes, colored pencils, tweezers (for science), and other small tools easily. Adapted from Scholastic Parent & Child
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
OCTOBER 2014 - SIGN-UPS BEGIN SEPTEMBER 15th BERNALILLO COUNTY: 10/1, 8, 15 3-5pm
(You MUST attend all parts in a training series to receive a certificate)
Ethics in Early Childhood Series 3 Parts (6 Hour Certificate - Competencies: 7-6hrs)
10/1, 8, 15, 22
6:30-8:30pm
Introduction 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)
10/2, 9, 16, 23
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)
10/6, 13, 20
10am-noon
Challenging Behaviors Director Series 3 Parts (6 Hour Certificate - Competencies: 1-2hrs, 5-2hrs, 6-2hrs.)
10/6, 13, 20, 27
6:30-8:30pm
Introduction 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)
10/7, 14, 21, 28
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)
10/7, 14, 21, 28
6:30-8:30pm
Circle of Security Series 4 Parts Oct. / 4 Parts Nov. (16 Hour Certificate MUST ATTEND ALL 8 PARTS TO RECEIVE A CERTIFICATE) (Competencies: 1-4hrs, 3-4hrs, 4-8hrs.) Please call 277-1000 for information
10/18 10/18 10/18
9am-11am 11:30-1:30pm 2-4pm
Áreas de interés Parte 1 Áreas de interés Parte 2 Áreas de interés Parte 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs)
10/20, 27
6:30-8:30pm
Powerful Interactions 2 Parts (FOCUS) - SOUTH VALLEY CNM CAMPUS (4 Hour Certificate - Competencies: 1-1hrs, 5-3hrs)
10/21, 28
6:30-8:30pm
Powerful Interactions 2 Parts (FOCUS) (4 Hour Certificate - Competencies: 1-1hrs, 5-3hrs)
10/25 10/25 10/25
9-11am 11:30-1:30pm 2-4pm
Skill Strategies for Managing Challenging Behaviors Part 1 Skill Strategies for Managing Challenging Behaviors Part 2 Skill Strategies for Managing Challenging Behaviors Part 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs)
SANDOVAL COUNTY: 10/25 9am-11am 10/25 11:30-1:30pm 10/25 2-4pm VALENCIA COUNTY: SOCORRO COUNTY:
Art Experiences for Children Part 1 Art Experiences for Children Part 2 Art Experiences for Children Part 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs) 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 for 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
NOVEMBER 2014 - SIGN-UPS BEGIN OCTOBER 13th (You MUST attend all parts in a training series to receive a certificate)
BERNALILLO COUNTY: 11/3, 10, 17, 24 6:30-8:30pm 11/3, 10, 17, 24
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) Orientation to Intentional Teaching Series 4 Parts (FOCUS) - SOUTH VALLEY CNM CAMPUS (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)
11/3, 10, 17, 24 6:30-8:30pm
Introduction 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)
11/4, 11, 18
6:30-8:30pm
The Full Participation of Each Child 3 Parts (FOCUS) (6 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr)
11/4, 11, 18, 25
6:30-8:30pm
Circle of Security Series 4 Parts Oct. / 4 Parts Nov. (16 Hour Certificate MUST ATTEND ALL 8 PARTS TO RECEIVE A CERTIFICATE) (Competencies: 1-4hrs, 3-4hrs, 4-8hrs) Please call 277-1000 for detailed information
11/5, 12, 19
10-noon
Assessment Director Series 3 Parts (6 Hour Certificate - Competencies: 1-2hrs, 4-1hr, 6-2hrs, 7-1hr)
11/5, 12
6:30-8:30pm
Interacciones Poderosas 2 Partes (FOCUS) (4 Hour Certificate - Competencies: 1-1hr, 5-3hrs)
11/6, 13, 20
6:30-8:30pm
The Full Participation of Each Child (FOCUS) (6 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr)
VALENCIA COUNTY: 11/15 9-11am 11/15 11:30-1:30pm SOCORRO COUNTY: 11/22 9-11am 11/22 11:30-1:30pm 11/22 2-4pm SANDOVAL COUNTY:
Theme Curriculum Part 1 Theme Curriculum Part 2 (4 Hour Certificate - Competencies: 5-2hrs, 6-2hrs) The Full Participation of Each Child Part 1 (FOCUS) The Full Participation of Each Child Part 2 (FOCUS) The Full Participation of Each Child Part 3 (FOCUS) (6 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr) No Trainings Scheduled this Month
1. Child Growth Development & Learning 2. Health Safety & Nutrition 3. Family Community Collaboration
Page 6
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
DECEMBER 2014 - SIGN-UPS BEGIN NOVEMBER 17th BERNALILLO COUNTY: 12/1, 8 6:30-8:30pm
(You MUST attend all parts in a training series to receive a certificate)
Powerful Interactions 2 Parts (FOCUS) (4 Hour Certificate - Competencies: 1-1hrs, 5-3hrs)
12/2, 9, 16
10am-noon
Director Series—Ethics 3 Parts (6 Hour Certificate - Competencies: 7-6hrs)
12/2, 9, 16
6:30-8:30pm
The Full Participation of Each Child 3 Parts (FOCUS) (6 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr)
12/3, 10, 17
9-11am
Teacher’s Series—Strengthening Relationships 3 Parts (6 Hour Certificate - Competencies: 3-2hrs, 7-4hrs)
12/3, 10, 17
6:30-8:30pm
Art Experiences for Young Children 3 Parts (6 Hour Certificate - Competencies: 1—2hrs, 4-2hrs, 5-2hrs)
12/6 12/6 12/6
9-11am 11:30-1:30pm 2-4pm
The Full Participation of Each Child Part 1 (FOCUS) The Full Participation of Each Child Part 2 (FOCUS) The Full Participation of Each Child Part 3 (FOCUS) (6 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr.)
12/13 12/13 12/13
9-11am 11:30-1:30pm 2-4pm
Área Socio-Emocional Parte 1 Área Socio-Emocional Parte 2 Área Socio-Emocional Parte 3 (6 Hour Certificate - Competencies: 1-2Hrs, 4-3hrs, 5-1hr)
12/13 12/13 12/13
9-11am 11:30-1:30pm 2-4pm
Colaboración con Familias todo el Año Parte 1 - SOUTH VALLEY CNM CAMPUS Colaboración con Familias todo el Año Parte 2 Colaboración con Familias todo el Año Parte 3 (6 Hour Certificate - Competencies: 1-1Hr, 2-2hrs, 3-3hrs)
SOCORRO COUNTY: SANDOVAL COUNTY: VALENCIA COUNTY:
No Trainings Scheduled this Month No Trainings Scheduled this Month No Trainings Scheduled this Month
The Cariño EC TTAP staff wish you and your family a wonderful and safe Holiday Season! Please note the Cariño EC TTAP offices will be Closed November 27th and 28th for the Thanksgiving Holiday and December 22nd thru January 2nd for Winter Break.
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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Other Cariño EC TTAP Learning Opportunities 45 HOUR EARLY CHILDHOOD ENTRY LEVEL COURSE Call for October - December 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 is Behavior Regulation? Article was adapted from: Hanen Center, “What is Behavior Regulation? And What Does It Have To do With Language Development?” by Lauren Lowry, Hanen Certified SLP and Clinical Staff Writer
Behavior regulation, also known as self-regulation, is our ability to use self-control and to behave appropriately, such as being polite even when someone is rude to us. Behavior regulation is being able to control our impulses, manage our emotions, stay calm and focused and filter out distractions that stress our system. When we are able to regulate or manage our behavior we are able to focus even when there are distractions, take turns, follow rules, suppress outbursts of anger and behave in socially expected ways. Behavior regulation develops gradually during childhood. As young children learn to read and respond appropriately to their inner cues, they become much more capable of tolerating the early signs of discomfort and distress that are related to stress, hunger, fatigue, and frustration. We know that toddlers who have not developed strong language skills will bite when they get frustrated. There is research that shows that language development is related to behavior regulation.
his emotion for him but acknowledge he is having a feeling; “It seems you are upset you cannot play with that right now.” Help him deal with the big feeling by helping him learn to breathe when he is upset.
Have routines and clear expectations at home and in the classroom. Some children need more support on this than others. Routines are established by doing the same schedule every day but some children need a visual schedule to help them with the routine. When we state to children what they need to do and what is going to happen we provide them with predictability in their lives.
Encourage children to play together. For children who have difficulty regulating their behavior model play with them and then stay near to help them through difficult situations.
Help children play imaginatively, this helps them practice roles and situations where they may need to show regulation.
As teachers we help children learn to regulate their behavior and find appropriate ways to respond. Helping children learn behavior regulation is more than teaching children to sit still, comply with directions and show control when frustrated. As teachers we can promote their behavior with the following suggestions:
Play games with children and help them to learn the rules; it requires self-regulation to follow the rules. Outdoor and physical play help children learn self-regulation and provide opportunities to use their entire body to release stress.
Observe your child to figure out the demands and stressors placed on the child, what factors help the child stay calm and alert, what the child does to control him or herself and what causes your child to become under or over stimulated.
Demonstrate self-regulation yourself during daily activities with the words you use, actions you take, and using self-talk. Self- talk is language we use to express our thoughts and feelings that help us make choices to self-regulate. When we get near a stove we remind ourselves ‘be careful it’s hot’; when we verbalize out loud toddlers hear us and learn to not touch. Many times you will then hear them repeating out loud as they approach the stove ‘be careful it’s hot.’ For an older child you might help them with a challenging puzzle by saying: ‘That is tricky; what if we try this piece first?’
Help children learn the words to express their thoughts and emotions. Talk to your child about what makes him happy, sad, scared or mad; have him show you a face to demonstrate the emotion, ask him how their body feels, and read books where there are situations of characters dealing with different emotions. When your child is expressing an emotion help him use the words to describe how he feels. Do not label
There is a strong connection between behavior regulation and language. Studies show that toddlers with bigger vocabularies develop stronger self-regulation skills. Preschool children with strong self-regulation skills have better early literacy skills, vocabulary and math skills. Children with language delays have poorer self-regulation in kindergarten. These studies show us the importance of speech and language therapy and teaching children with language delays how to regulate their behavior.
Provide opportunities for children to make choices and set goals. Giving children choices helps them feel some control over their environment.
When we encourage children’s behavior regulation we promote their language abilities and later success at school. By minimizing the stress and demands in their lives and creating an environment that encourages them to be calm, we allow children to be more alert and focused so that they can learn from their surroundings and everyday challenges.
Check out these websites with supporting articles and additional information on behavior regulation
Perry, B.(n.d.) Self-Regulation: The Second Core Strength. Early Childhood Today. http:// teacher.scholastic.com/professional/bruceperry/self-regulation.htm.
Groves Gillespie, L & Seibel, N.L. (2006). Self-Regulation: A Cornerstone of Early Childhood Development. National Association for the Education of Young Children, Young Children, 1-6.
Gallinsky, E. (2012). Promoting self control: It might not be what you think! http// www.huffingtonpost.com/ellen-galinsky/promoting-self-control-it b 1291129.html.
Cariño Early Childhood News
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Power Breakfasts for Kids! For most families, breakfast isn’t so much a meal as it is food that is eaten quickly on the way to school. But that doesn’t mean your child has to be nutritionally short-changed. An ideal breakfast provides a combination of protein and healthy carbs (whole grains, not sugar!) to fill your child up and give him energy to last until lunchtime. Yogurt Parfait Spoon half a container of nonfat Greek yogurt into a clear plastic to-go cup with a lid; swirl in ½ tablespoon honey. Top with bananas, blueberries, and nuts. Repeat for a second layer. Total-recall oatmeal Research shows that when kids eat oats in the a.m. they score better on memory and listening tests. (Likely because the complex carbs break down slowly in the body, keeping kids full and focused.) Try a healthy-but-sweet version: Combine ½ cup oats, 1 cup regular or almond milk,1 Tbsp natural cocoa powder, 1 tsp brown sugar, and a splash of vanilla extract. Microwave or cook to desired consistency. Hearty-hero smoothie Blueberries top the charts for antioxidant power — meaning they have great potential for warding off infection. Blend ⅓ cup regular or almond milk, 1 frozen banana, ½ cup frozen blueberries, 1 Tbsp honey, and 6 oz Greek yogurt. (Add ½ tsp ground flaxseed for an extra immunity boost.) Extreme-energy french toast Protein is essential to powering your kids’ body and brain all day long. Eggs are a great, inexpensive source of it. Think outside the scramble: Cut 2 slices bread lengthwise into 8 strips. Beat 1 egg, 2 Tbsp milk, and ⅛ tsp cinnamon; soak sticks in egg and cook in greased nonstick skillet until golden. Top with powdered sugar or honey.
Healthy Breakfast: Whole-Wheat Blueberry Muffins Make a batch of these healthy muffins on Sunday to eat for breakfast during the week. Bananas and whole wheat flour boost the nutrition value. (makes 12 muffins) Ingredients: 2 very ripe large bananas 1 1/2 tsp baking powder 1 pinch of fine sea salt 1 1/4 cups buttermilk 1/4 cup light olive oil (or melted butter) 1 Tbsp raw brown sugar
2 cups whole-wheat flour 1 tsp baking soda 1/2 cup light brown sugar 1 large egg, lightly beaten 7 oz blueberries, rinsed and drained
Preparation: 1. Heat the oven to 350°F. Line a 12-hole muffin pan with muffin cases. Peel the bananas and mash in a bowl, using a fork. 2. Mix the flour, baking powder, baking soda, salt, and brown sugar together in a large mixing bowl. Make a well in the center and add the buttermilk, egg, olive oil, and bananas. Quickly fold the ingredients together until just incorporated, taking care not to over-mix. Tip in the blueberries and give the batter one or two stirs. 3. Spoon the batter into the muffin pan and sprinkle with the raw brown sugar. Each cup will be quite full. Bake in the oven for about 20 to 25 minutes until muffins are well-risen and golden brown on top; a skewer inserted into the center of a muffin should come out clean. 4. Let cool in the pan for a couple of minutes, then transfer to a rack to cool completely.
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Cariño Early Childhood News
Cariño EC TTAP Clases en Español 10/18 10/18 10/18
9am-11am 11:30-1:30pm 2-4pm
Áreas de interés Parte 1 Áreas de interés Parte 2 Áreas de interés Parte 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs.)
11/5, 12
6:30-8:30pm
Interacciones Poderosas 2 Partes (FOCUS) (4 Hour Certificate - Competencies: 1-1hr, 5-3hrs.)
12/13 12/13 12/13
9-11am 11:30-1:30pm 2-4pm
Área Socio-Emocional Parte 1 Área Socio-Emocional Parte 2 Área Socio-Emocional Parte 3 (6 Hour Certificate - Competencies: 1-2Hrs, 4-3hrs, 5-1hr.)
12/13 12/13 12/13
9-11am 11:30-1:30pm 2-4pm
Colaboración con Familias todo el Año Parte 1 - SOUTH VALLEY CNM CAMPUS Colaboración con Familias todo el Año Parte 2 Colaboración con Familias todo el Año Parte 3 (6 Hour Certificate - Competencies: 1-1Hr, 2-2hrs, 3-3hrs)
Para inscribirse en las clases en español por favor llame a Marlene 277-1371. AREAS DE COMPETENCIA EN LA EDUCACION INFANTIL #1 Crecimiento, Aprendizaje y Desarrollo Infantil #2 Salud, Seguridad y Nutricion #3 Colaboracion de la Familia y la Comunidad
#4 Contenido Apropiado para el Desarrollo #7 Profesionalismo #5 Entorno de Aprendizaje e Implementacion del Curriculo #6 Evaluacion de los Niños y los Programas
Más allá de los resultados El nivel de desarrollo de un niño y su bagaje cultural pueden afectar la forma en que un docente o la familia encaran la tarea de promover el desarrollo sano de un niño. Para esto es importante tener en cuenta todos los factores que son parte de la vida de cada niño como así también el continuo de su crecimiento. El continuo describe las diferentes fases de la experiencia del niño a medida que avanza hacia el logro de un objetivo dado. Una vez que se determina los progresos de un niño en relación con un objetivo, se pueden tomar decisiones acerca de cuáles serán los próximos pasos apropiados. Sin embargo los niños no logran alcanzar la totalidad de un objetivo en un único momento, por lo general pasan a través de una serie de niveles que los maestros pueden prever de antemano. Conocer esta secuencia del desarrollo y usarla para elaborar planes para niños que cuenten con una gama de capacidades abre el camino para alcanzar un conocimiento verdadero de cada niño y poder estructurar las oportunidades de aprendizaje. Por esta razón distintos métodos de evaluación del comportamiento del niño pueden ser clave para Cariño Early Childhood News
apoyar su desarrollo saludable. Documentar lo que uno ve y escucha nos permite reflexionar sobre lo que hemos aprendido acerca de los niños y adquirir información valiosa sobre cada niño. La clave radica en observar con atención y documentar ejemplos que nos ofrezcan datos de valor. Esto significa familiarizarse profundamente con las metas y los objetivos del currículo, recordarlos siempre y en todo momento cuando observamos a los niños y planificamos actividades. Todos los maestros desean que los niños avancen; cualquiera sea la fase del desarrollo en la que se encuentren, siempre hay un próximo paso. La esencia de una práctica docente apropiada en términos de desarrollo consiste en saber en qué punto del continuo del aprendizaje se encuentran los niños y ofrecerles experiencias que constituyan un desafío pero sean, con todo, alcanzables, para empujarlos suavemente hacia la meta. (En Primer Plano – NAEYC)
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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 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 October, November & December 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.