Cariño TTAP Early Childhood

Transcription

Volume 22, Issue 2
2nd Quarter 2016-2017
Early Childhood Professionals, Families,
Community Agencies & All UNM Cariño
Early Childhood TTAP Supporters!
We want to thank each of you for your ongoing support of the
Cariño Early Childhood TTAP as we look forward to many more years
of providing quality TTAP services to our community!
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
Polly Barr
277-6031
Jose Cano
277-1469
Sheryl Faulconer
277-1260
Training & Development
Consultants
Claudia Alderete
Janet Gagliano
Noelle Garcia Jackson
Alei Garcia
Mandee Lamoreux
Julian Maietta
Ortencia Nelson
Tatiana Roman Rodriguez
Luisa Chavez Scott
Jacklyn Shipley
277-1590
277-1039
277-0082
277-0082
277-2510
277-1348
277-1592
277-0271
277-1000
277-0271
Training Coordinator
Dawn Gibson
277-0593
Enrollment Services Rep
Marlene Lopez-Rodriguez 277-1371
General Information &
Training Registration
South Valley Office
Joel Casas - Manager
Consultants
Paloma Gonzalez
Vacant
277-1371
224-5018
224-5017
224-5020
If you have any questions or comments
regarding the UNM Cariño EC TTAP
Newsletter contact Malisa Kasparian.
Throughout the busy year, it can be easy to lose sight of what is
truly important to us. Here at Cariño we continue to share the
belief that each child deserves and should have access to safe,
nurturing & happy child care environments that
promote healthy development.
Cariño is dedicated to supporting all early childhood professionals
and families by providing the information you need whether it be
early childhood trainings, toy resource and lending library services,
or onsite assistance to enable you to provide the best possible care!
We would also like to take this opportunity with the holidays
right around the corner to wish you and your family
a very safe and happy holiday season!
Please note the Cariño offices will be closed
November 24th & 25th for the Thanksgiving Holiday
and December 19th thru January 2nd
for the UNM Winter Break.
Inside this issue:
How Children Problem Solve
How to Help Children with Holiday Stress
Supporting Young Dual Language Learners
Autumn Crafts and Recipes
Cariño Early Childhood Training Descriptions
UNM Cariño EC TTAP Training Calendar
Other Training Opportunities (45 Hour & 6 Hour Courses), Training Policies
Parent Training Opportunities
Temperamentos
Ramps and Pathways/Las Rampas y Vías de Caminos
Toy Lending & Resource Library Spotlight!
Cariño Library Parent Play Groups
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Pages 7-9
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Page 11
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Page 13
Page 14
Page 15
How Children Problem Solve
Children are natural problem solvers, eager to make sense of their world.
Under two-year-olds may:
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Test the limits of body and abilities. “How far
can I reach?” “What happens when I push on
that?” “What do my hands do?” These are kinds
of questions very young children act out daily.
Experiment with whatever he can touch, taste,
smell, and hear.
Explore cause and effect, noticing what
happens when he does something and using
that information to decide whether or not to
take that action again (dropping food off the
high-chair tray for an adult to pick up).
Discover that he can influence his environment
just by being in it!
Four to five-year-olds may:
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Two to three-year-olds may:
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Create new and unexpected uses for toys
and materials.
Experiment with the same problem over and
over again, such as stacking blocks to build a
tower that keeps falling down.
Test her physical problem-solving skills in such
ways as climbing over chairs instead of
going around them and sliding down the stairs
on her bottom.
Produce a wonderful mess in the process of
solving a problem.
Want to be helpful and enjoy finding ways to
fix things.
Five to six-year-olds may:
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Three to four-year-olds may:
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Experiment with materials in more creative and
detailed ways than twos, such as using toy
bananas as telephones or pots as hats.
Use language in the problem-solving process.
Delight in showing you his
thinking, repeatedly
demonstrating clever new
inventions and ideas.
Try to make something work
when he is having difficulty—
for example, pounding in
puzzle pieces where they don’t fit.
Show curiosity about new things and are fascinated by exploring how they work.
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Construct elaborate ways to solve problems.
Fours and fives not only use objects to
represent things, they also add to them to
create new items.
Experiment with problems of
language by telling jokes
and inventing words
Begin to get very involved
in solving social problems.
Fours and fives are highly
concerned about rules and
helping others find fair solutions.
Enjoy experimenting and problem solving
with ideas as well as concrete materials.
Questions like, “What will happen if…?” and
“What might happen next?” naturally arise as
fours and fives begin to imagine new situations.
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Show a new level of frustration when she
can’t solve complex problems as quickly as
she used to solve others.
Experiment with working out a problem before
turning to an adult.
Be more likely to consider and discuss how
possible solutions might work before trying
them out.
Be very verbal as she solves problems.
Children this age are beginning to be able to
explain their thinking and delight in telling
you in detail about their ideas.
Find much satisfaction in solving science
problems. They are at an analytical-thinking
stage and so find the process of observation,
prediction, experimentation, and analysis
appealing.
Test the limits of her body with large-motor
problem-solving activities—looking to see how
far, how long, and how high she can move.
Adapted from Scholastic Parent & Child,
April/May
UNM CE NewMexicoKids Resource and Referral Services
Do you have a young child or know someone that does? Today's diverse New Mexican families
face many challenges. But you don't have to do it all on your own. Get the support you need now!
NewMexicoKids Resource and Referral is a free statewide service dedicated to:
 Providing a calm and respectful ear when you need someone to talk to about
raising a child.
 Helping you locate child care in your area and connecting you to child care
assistance.
 Connecting you with a free "parenting coach", or home visitor, that can help
you navigate the first years of being a parent or guardian.
 Finding free or low-cost family activities and programs in your area.
 Informing you of services to help you feel safe and supported.
 Locating food and nutrition programs for you and your child.
 Connecting you with other community resources and services
If you are interested in receiving referrals or in adding your service to the Resource & Referral
Database call toll free 1-800-691-9067 or visit www.NewMexicoKids.org today!
How to Help Children with Holiday Stress!
Holiday times are stressful for everyone,
4. Emphasize family traditions, or create new
including children. Kids may respond to stress
ones. Routines and rituals are comforting
by acting up, or they may just withdraw for
to most children and help to create
a while.
lasting, happy holiday memories.
Here are some suggestions to help calm
them down and keep them happy through
the holiday season.
1. Try to take the hype out of the holidays.
Talk to children about the true meaning
of the holiday season. This will vary,
depending on faith and heritage. Get
them to help you find ways to simplify
the season.
2. Help them do their holiday gift planning.
Holiday shopping can be overwhelming
for kids, so help them decide in advance
who to buy for, what to buy and how
much to spend. Or, even better, help
them make gifts for family and friends.
3. De-emphasize television. Much holiday
programming seems to be designed to
get children all worked up about the
holidays. Try to mute or turn off the
commercials, and be selective about
holiday viewing.
5. Stick to normal routine as much as possible. It's often hard to take time out of busy
holiday preparations, but a walk, a trip to
a playground or play area with kids each
day can be a great stress reducer.
6. Keep travel to a minimum. A singledestination visit to grandparents in
another town may not cause major stress,
but a long winter road trip to visit everyone in the extended family may be a
nightmare.
7. Include children in holiday
planning sessions, and let
them know the final details
well in advance. This will
give them a chance to
prepare themselves
emotionally for the visits,
dinners and other running
around of the season.
Read more on How to Help Children With Holiday Stress
@ eHow.com
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Supporting Young Dual Language Learners
by Janet M. Gagliano
Who are DLLs in New Mexico?
New Mexico is a land of diversity! Unique and enchanting
landscapes. Amazing and fabulous food. Wonderful and
diverse people. Diversity is a strength that we celebrate and
experience each day. The languages spoken in New
Mexico are as diverse as our landscapes. Children are
fortunate to have the opportunity to learn more than one
language from birth or as they become active participants in
their communities and in school. Children who are learning
a second (or third!) language at the same time as they are
learning their home language are called Dual Language
Learners or DLLs. For children before the age of 6, both
languages are in the developmental stage.
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Why is it important to support multiple languages?
There are many benefits for children when their home
language(s) as well as English are used and encouraged.
They develop multiple ways of looking at the world and gain
a greater variety of problem solving skills. Their self-esteem
is supported because their home language(s) are valued
and recognized as a strength. Family ties and social
interactions are strengthened as children are able to
communicate with nuclear and extended family members
and greater community participation can evolve.
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Learn to correctly pronounce the child’s and family
members’ names (at least give it your best try!)
Learn a few keys words or phrases in the child’s home
language
Label classroom items in multiple languages with
different color paper for each language
Contact the public library or the Cariño Toy and
Resource Library to borrow books, music and story
CDs in the languages needed
Add props to the dramatic play area that represent
multiple cultures
Ask family members to bring in photos of themselves
and their culture to post
Establish a strong, predictable classroom routine with
visual cues so children will feel secure and learn the
words that describe the routines
Create nametags and cubby labels with photos of the
children so they know they belong
Set up a quiet space where all children, including
children who are DLLs, can have a place to take a
break
Encourage family engagement
Family members are a rich resource for supporting the
home language. Family members should be encouraged to
What can educators do to support young DLLs?
speak to their children in the language in which they are
Young children who are learning more than one language
most comfortable. When children are exposed to rich
require time, effort, motivation, meaningful input/
language, their young brains grow strong “language”
conversations, and opportunity to use the languages in
connections that support all language, not just the specific
real-life conversations and situations. Self-confidence and language they hear. A strong home language supports
anxiety can also impact how comfortable children feel in
acquitions of new languages. Family members should be
using their languages. The more teachers reduce anxiety
encouraged to read, sing, play, and talk in their home
and increase children’s self-confidence, by providing caring, language! Repetition of words and phrases through
supportive, and patient interactions, the more children are
meaningful interactions is one of the best ways to support
willing and able to learn.
a child’s language development.
Here are some ideas that you can use in your classroom to
support young dual language learners:
 Create welcoming environments that reflect children’s
backgrounds. Include pictures, posters, toys and books
which portray children’s languages and cultures in
respectful and authentic ways
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There are some wonderful resources that you can use to
find more ideas to support young dual language learners
and their families. Here are three great websites:
 Head Start website (https://eclkc.ohs.acf.hhs.gov/hslc)
 Language Castle (www.languagecastle.com)
 Colorín Colorado (www.colorincolorado.org)
Harvest-Time Corn-Husk Dolls
As harvest-time icons go, we much prefer the simple beauty of corn-husk dolls: They're
understated, easy to make even for children, and truly ingenious -- requiring not much
more than some husks, yarn, glue, and felt.
MATERIALS
Square cut dried corn husks
Yarn or raffia
Buttons (optional)
Glue
Felt in assorted colors
Paper towels
Children’s scissors
STEPS
1. Start by soaking the husks in water for 10 minutes, and then blot excess water
with a paper towel.
2. Lay 4 or 6 husks (always an even number) in a stack.
3. Using thin twine, tie husks together, about 1 inch from top.
4. Separate husks into equal portions (2 and 2, or 3 and 3), and fold halves down,
covering twine.
5. Using thin twine, tie husks about 1 inch down, creating head.
6. Roll a single husk and tie at ends to make arms.
7. Position arms below knot at neck, between equal portions of husks.
8. Tie waist. For female doll, trim husks to an even length.
9. For male doll, separate legs into equal portions. Tie at knees and ankles. Trim evenly.
To make hair, glue yarn or raffia to the heads. Fashion clothes from pieces of felt: Cut rectangles, and snip slits or X's in
the center; then slide over doll's head, and secure around the waist with a strip of felt or yarn. (Glue on buttons, and use
scissors to make fringe as desired.) Create hats and bonnets by cutting felt to fit, and then gluing in place.
Pumpkin Treats!
Why make the traditional pumpkin pie when you can whip up
these pumpkin treats in no time at all!
PUMPKIN SMOOTHY
Combine ½ cup of canned pumpkin, ¾ cup of milk or vanilla yogurt, ¼ teaspoon of
cinnamon, ¼ teaspoon of nutmeg, 2 teaspoons of brown sugar, and 4 ice cubes in a
blender and puree until smooth. Pour the smoothies into small glasses (this drink is rich)
and garnish with a dollop of vanilla yogurt, ice cream, or whipped topping. For a fun
touch add a pinch of cinnamon or a few colored sprinkles on top.
PUMPKIN BREAD
You will need: 3 cups of sugar, 1 cup oil, 1 cup pumpkin, 3½ cups flour,
2 eggs, 1 cup water, 1 tsp. salt, ½ tsp. cinnamon & nutmeg, ½ tsp.
baking powder, 1 tsp. vanilla, 2 tsp. baking soda, ¾ cup of nuts
(optional). Measure all ingredients into large bowl and beat well.
Grease two loaf pans and pour batter evenly into both. Bake at 325°
for 1½ hours.
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UNM Cariño Early Childhood TTAP - Training Descriptions
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Below you will find descriptions for many of the Cariño trainings offered this quarter
All parts of a series must be completed in order to receive a certificate
Some trainings series must be taken in order or it is HIGHLY recommended given the course content
Cariño also offers Early Childhood Trainings for Parents/Families as well as for Family Child Care Home Providers
POWERFUL INTERACTIONS (4 Hr 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.
FULL PARTICIPATION OF EVERY CHILD (6 Hr Series)
This training provides you with insights, tools, and strategies to promote engagement in play, learning, and development for each
young child. The training emphasizes evidence-based practices for supporting children who are culturally and linguistically diverse,
and strategies for overcoming biases to build trusting and collaborative partnerships with families.
SHARING LANGUAGE: APPLYING STORYTELLING TO EARLY CHILDHOOD CLASSROOMS (4 Hr Series)
We all have a story to tell. By sharing books and oral stories in our classrooms we can offer children exciting experiences that focus
on a variety of topics. This three part series will offer you new ways to present culture, wonder, and engagement with the children
and families in your program.
UNDER PRESSURE: REFLECTING ON STRESS IN THE EARLY CHILDHOOD ENVIRONMENT (4 Hr Series)
It is not stress that breaks us down, it is the way we react to it. Our reactions to stress in the learning environment can lead to
teacher burn out as well as increased behavior concerns with our programs children. By applying the techniques in this series we
can learn to aspect the presence of stress and learn to manage it accordingly.
INFANTS & TODDLERS: BUILDING STRONG FOUNDATIONS & PARENTS/PROVIDERS SHARING THE CARE (4 Hr Series)
This training offers practical guidance for promoting social-emotional development of infants and toddlers through supportive
relationships. Especially those of primary caregivers which are crucial for both physical survival and good social-emotional
development. This training will touch on topics such as skills to promote infant mental health, recognizing and accepting cultural
differences, and building strong relationships among educators and family members.
CONSCIOUS DISCIPLINE: BRAIN SMART CLASSROOM MANAGEMENT
Conscious Discipline is a comprehensive classroom management program and a social-emotional curriculum. It is
based on current brain research, child development information, and developmentally appropriate practices.
It has been specifically designed to make changes in the lives of adults first. The adults, in turn, change
the lives of children.
Conscious Discipline is a way or organizing schools and classrooms around the concept of a School Family. Each member of the
family — both adult and child — learns the skills needed to successfully manage life tasks such as learning, forming relationships,
communicating effectively, being sensitive to others’ needs and getting along with others.
Conscious Discipline empowers teachers and other adults with the Seven Powers for Self Control, using the Seven Basic Skills of
Discipline:
The Seven Basic Skills of Discipline
The Seven Powers of Self Control
 Perception - No one can make you mad without your permission  Composure - Becoming the person you want your children to be
 Encouragement - Building a school family
 Unity - We are all in this together
 Assertiveness - Respectfully setting limits
 Love - See the best in others
 Choices - Building self esteem and power
 Attention - What you focus on, you get more of
 Positive Intent - Creating teachable moments, turning conflict into
 Acceptance - The moment is as it is
cooperation
 Free Will - The only person you can make change is yourself
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Empathy - Handling the fussing and the fits
 Intention - Conflict is an opportunity to teach
 Consequences - Helping children learn from their mistakes
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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
OCTOBER 2016 - SIGN-UPS BEGIN SEPTEMBER 12th
BERNALILLO COUNTY:
(You MUST attend all parts in a training series to receive a certificate)
10/1
10/1
10/1
9-11am
Estrés en la Edad Temprana - Part 1
11:30-1:30pm Estrés en la Edad Temprana - Part 2
2-4pm
Estrés en la Edad Temprana - Part 3
10/4
6:30-8:30pm
Exploring the Foundations: A First Look at the NMELGs & AODCP - FOCUS Beginner Series
(2 Hour Certificate - Competencies: 1-.5hr, 3-.5hr, 4-.5hr, 5-.5hr)
10/11
6:30-8:30pm
How are Children Learning Through Play? - FOCUS Beginner Series
(2 Hour Certificate - Competencies: 1-1hr, 4-1hr)
10/18,25
6:30-8:30pm
Putting it into Practice - FOCUS Intermediate Series - 2 Parts
(4 Hour Certificate - Competencies: 1-.5hr, 3-1hr, 4-1hr, 5-.5hr, 6-.5hr. 7-.5hr)
10/4,11,18
6:30-8:30pm
¿Que Causa un Comportamiento Dificil? –3 Parts
(6 Hour Certificate - Competencies: 1-2hrs, 3-1hrs, 4-2hrs, 5-1hr)
10/5,12,19
6:30-8:30pm
Quality Early Childhood Programs for All Series - 3 Parts
(6 Hour Certificate - Competencies: 3-2hrs, 4-1hr, 5-1hr, 7-2hrs)
10/6,13,20
6:30-8:30pm
The Full Participation of Each Child FOCUS Series - 3 Parts
(6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs)
10/6,13
6:30-8:30pm
Under Pressure: Reflecting on Stress in the Early Childhood Environment - 2 Parts
(4 Hour Certificate - Competencies: 5-2hr, 6-1hr, 7-1hr)
10/10,17,24
6:30-8:30pm
10/10,17
6:30-8:30pm
Joyful Family Engagement Series - 3 Parts
(6 Hour Certificate - Competencies: 3-6hrs)
Powerful Interactions - FOCUS Series - 2 Parts
(4 Hour Certificate - Competencies: 1-1hr, 5-3hrs)
10/11,18,25
10am-noon
10/13,20
3-5pm
10/22
10/22
10/22
(6 Hour Certificate - Competencies: 1-3hrs, 5-3hrs)
Conscious Discipline: Brain Smart Classroom Management - 3 Parts
(6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs)
Infants and Toddlers: Building Strong Foundations & Parents/Providers Sharing the Care- 2 Parts
(4 Hour Certificate - Competencies: 1-2hrs, 3-2hrs)
9-11am
Sensory Integration in Early Childhood - Part 1
11:30-1:30pm Sensory Integration in Early Childhood - Part 2 (6 Hour Certificate - Competencies: 1-2hrs, 2-2hrs, 4-2hrs)
2-4pm
Sensory Integration in Early Childhood - Part 3
VALENCIA COUNTY:
10/29
9-11am
Classroom Management to Support Difficult Behaviors - Part 1
10/29
11:30-1:30pm Classroom Management to Support Difficult Behaviors - Part 2 (4 Hr Cert - Comps: 1-1hr, 4-1hr, 5-1hr 7-1hr)
SOCORRO COUNTY:
10/29
9-11am
Effects of Trauma & Toxic Stress in Early Childhood - Part 1
10/29
11:30-1:30pm Effects of Trauma & Toxic Stress in Early Childhood - Part 2
10/29
2-4pm
Effects of Trauma & Toxic Stress in Early Childhood - Part 3
SANDOVAL:
(6 Hr Cert - Comps: 1-2hrs, 3-1hr, 4-1hr, 7-2hrs)
No Trainings Scheduled this Month
1. Child Growth Development & Learning
2. Health Safety & Nutrition
3. Family Community Collaboration
EARLY CHILDHOOD EDUCATION COMPETENCY AREAS
4. Developmentally Appropriate Content
5. Learning Environment & Curriculum Implementation
6. Assessment of Children & Programs
7. Professionalism
Page 7
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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.
Arrangements for needed accommodations may be made 1 week prior to class
Inclement Weather/Training Cancellation Line 277-1371 Evenings & Saturdays
NOVEMBER 2016 - SIGN-UPS BEGIN OCTOBER 10th
BERNALILLO COUNTY:
11/1
6:30-8:30pm
Exploring the Foundations: A First Look at the NMELGs & AODCP - FOCUS Beginner Series
(2 Hour Certificate - Competencies: 1-.5hr, 3-.5hr, 4-.5hr, 5-.5hr)
11/1,8,15
6:30-8:30pm
Participacion Integral de Cada Niño FOCUS Series - 3 Parts
11/2,9
6:30-8:30pm
Sharing Language: Applying Storytelling to Early Childhood Classrooms - 2 Parts
11/2,9,16
6:30-8:30pm
11/3,10,17
6:30-8:30pm
11/5
11/5
11/5
9-11am
Being Our Best: Professionalism in Early Childhood Classrooms - Part 1
11:30-1:30pm Being Our Best: Professionalism in Early Childhood Classrooms - Part 2 (6 Hr Cert - Comps: 5-3hrs, 7-3hrs)
2-4pm
Being Our Best: Professionalism in Early Childhood Classrooms - Part 3
11/7,14
6:30-8:30pm
Powerful Interactions FOCUS Series - 2 Parts
11/8
6:30-8:30pm
How are Children Learning Through Play? - FOCUS Beginner Series
(2 Hour Certificate - Competencies: 1.1hr, 4-1hr)
11/10,17
3-5pm
Creatividad musical en el salon - 2 Parts
(4 Hour Certificate - Competencies: 4-2hrs, 5-2hrs.)
11/12
11/12
11/12
9-11am
Observing & Recording the Behavior of Young Children - Part 1
11:30-1:30pm Observing & Recording the Behavior of Young Children - Part 2 (6 Hr Cert - Comps: 1-2hrs, 4-2hrs, 6-2hrs)
2-4pm
Observing & Recording the Behavior of Young Children - Part 3
11/15,22
6:30-8:30pm
11/19
11/19
9-11am
Smarter Than You Think: Child Development 0-2 - Part 1
11:30-1:30pm Smarter Than You Think: Child Development 0-2 - Part 2 (4 Hr Cert - Comps: 1-2hrs, 4-2hrs, 6-2hrs)
11/21,28
6:30-8:30pm
SOCORRO:
11/19
11/19
11/19
9-11am
Joyful Family Engagement - Part 1
11:30-1:30pm Joyful Family Engagement - Part 2
2-4pm
Joyful Family Engagement - Part 3
Putting it into Practice FOCUS Intermediate Series - 2 Parts
(4 Hour Certificate - Competencies: 1-.5hr, 3-1hr, 4-1hr, 5-.5hr, 6-.5hr. 7-.5hr)
Interacciones Poderosas FOCUS Series - 2 Parts
SANDOVAL & VALENCIA COUNTIES: No Trainings Scheduled this Month
REGISTERED and LICENSED FAMILY CHILD CARE HOME PROVIDERS
Cariño is now offering trainings specifically for Family Child Care Home Providers on a variety of Early Childhood Topics. Please call 277-2510
for more information and/or to register. Please note this phone number is ONLY for family child care home providers.
Page 8
7. Professionalism
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



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.
Arrangements for needed accommodations may be made 1 week prior to class
Inclement Weather/Training Cancellation Line 277-1371 Evenings & Saturdays
DECEMBER 2016 - SIGN-UPS BEGIN NOVEMBER 7th
BERNALILLO COUNTY:
12/1,8,15
6:30-8:30pm
12/1,8
6:30-8:30pm
Weaving it All Together - FOCUS Advanced Series - 2 Parts
(4 Hour Certificate - Competencies: 1-.5hr, 3-.5hr, 4-.5hr, 5-1hr, 6-1hr, 7-.5hr)
12/6,13,20
6:30-8:30pm
12/6,13,20
6:30-8:30pm
Developmentally Appropriate Practices & Recommended Practices For All - 3 Parts
12/7,14
6:30-8:30pm
Powerful Interactions FOCUS Series - 2 Parts
12/10
12/10
12/10
9-11am
El mundo de la literatura infantil - Part 1
11:30-1:30pm El mundo de la literatura infantil - Part 2
2-4pm
El mundo de la literatura infantil - Part 3
SANDOVAL
12/3
12/3
9-11am
Under Pressure: Reflecting on Stress in the Early Childhood Environment - Part 1
11:30-1:30pm Under Pressure: Reflecting on Stress in the Early Childhood Environment - Part 2
(4 Hour Certificate - Competencies: 5-2hr, 6-1hr, 7-1hr)
SOCORRO & VALENCIA COUNTIES: No Trainings Scheduled this Month
REGISTERED and LICENSED FAMILY CHILD CARE HOME PROVIDERS
Cariño is now offering trainings specifically for Family Child Care Home Providers on a variety of Early Childhood Topics. Please call 277-2510
for more information and/or to register. Please note this phone number is ONLY for family child care home providers.
PARENT/FAMILY TRAININGS
Cariño is now offering Early Childhood trainings specifically for Parents/Families. Please call 277-0593 for more information and/or to register. If
you are a community agency, school, or other organization who works with parents we can also come to your site to provide training!
7. Professionalism
Page 9
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.
REGISTERED and LICENSED FAMILY CHILD CARE HOME PROVIDERS—NEW!!!
Cariño is now offering trainings specifically for Family Child Care Home Providers on a variety of
Early Childhood Topics. Please call 277-2510 for more information and/or to register.
PARENT/FAMILY TRAININGS—NEW!!!
Cariño is now offering trainings specifically for Parents/Families on a variety of Early Childhood
Topics. Please call 277-0593 for more information and/or to register. If you are a community agency, school, or
other organization who works with parents we can also come to your site to provide 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 45 Hour Courses & Early Childhood Credit Courses
Please call Alicia West at 224-5200 for 45-Hour course info or CNM Registration at 224-3214 for courses offered.
UNM Continuing Education Early Childhood Services Center Online Courses
The UNM ECSC is now offering online trainings for the Intentional Teaching training series. For more information please
contact Heather Christopher at 250-6923 or hchristo@unm.edu.
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; as Early Childhood professionals we 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 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.
Page 10
PARENT TRAININGS are now
being offered by Cariño
Early Childhood Training
& Technical Assistance
Program (TTAP)
EXPLORE
LEARN
SHARE
You Are Your Child’s First Teacher





Gain insight on how young children develop and grow
Discover how attachment & relationships are related to
healthy development
Learn how to continue forming lasting bonds with your child
Find out that what children see...children will do!
Plan activities with awareness & love in the home as well as
out-and-about town
For more information and/or to set up a class
call 505-277-1371
Supportive Educational
Resources Provided to
Families (Based on availability)
UNM Cariño Early Childhood TTAP
UNM Continuing Education
Page 11
Temperamentos
El temperamento nos ayuda a explicar por qué
el niño o niña reacciona como lo hace al mundo
que lo rodea. Es parte de su naturaleza, y algo
con lo que se nace. Darse cuenta del temperamento del niño con que se trabaja es muy importante porque le ayuda a entender su conducta y
decidir cómo satisfacer sus necesidades.
Darse cuenta de su propio
temperamento es importante,
porque influye en cómo usted
reacciona ante los niños. Por
ejemplo, Amelia es una maestra
muy activa a quien le encanta
planear actividades de canto y
baile con todos los niños juntos.
No obstante, se ha dado cuenta de que Felipe
se siente rápidamente abrumado cuando hay
mucha gente a su alrededor. Amelia decide
iniciar una actividad de canto y baile y deja que
se unan niños interesados en dicha actividad
aun así permitiendo a otros niños realizar otras
actividades alejados del grupo grande. Invita a
una banda pequeña de dos o tres niños a
formarse en otro lugar del salón. Luego ofrece
la misma oportunidad de canto y movimiento
cuando lee un libro con rimas o canciones a un
grupo de dos o tres niños y con voz más baja
de la que uso en el grupo más grande.
Rasgos del temperamento
Considere las cinco características del temperamento que se describen a continuación y piense
en las preguntas que se plantean. Le ayudarán
a entender el temperamento de los niños y niñas
con los que trabaja el suyo propio.
1. Intensidad: algunos niños tienen “grandes”
reacciones a lo que sucede, como riéndose
fuerte y ruidosamente cuando están contentos,
o gritando y pateando el piso cuando están
enojados. Otros niños tienen reacciones más
sutiles. ¿Tiene el niño/ niña reacciones grandes
o pequeñas? ¿Cuál es su propia intensidad de
reacciones?
2. Nivel de actividad: algunos niños prefieren
aprender sentándose y observando el mundo
Page 12
que los rodea. Otros aprenden moviéndose
activamente y les es difícil estarse quietos. ¿Cuál
es el nivel de actividad del niño que observa?
¿Cuál es su propio nivel de actividad?
3. Tolerancia a la frustración: algunos niños
se frustran y se dan por vencidos rápidamente
cuando enfrentan algún obstáculo. Otros tienen
más paciencia para persistir realizando una tare
a difícil ¿Su niño se frustra rápidamente o es más
paciente y persistente? ¿Cómo tiende usted a
reaccionar ante una tarea difícil?
4. Reacción ante los cambios: Algunos niños
reaccionan muy mal ante los cambios, como al
tener una nueva cuidadora o cuando hay algún
cambio en su rutina diaria. Otros se adaptan más
fácilmente al cambio. ¿Cómo reacciona el niño/
niña ante los cambios? ¿Qué cambios son más
fáciles o difíciles para el/ella? ¿Cómo reacciona
usted ante los cambios?
5. Reacción ante personas y situaciones
nuevas: algunos niños necesitan tiempo y apoyo
emocional de los cuidadores en quienes confían
para poder sentirse cómodos con personas o
situaciones nuevas. A otros niños les encanta
conocer gente nueva y buscan experiencias
novedosas. ¿Cómo reacciona su niño o niña
ante las personas y situaciones nuevas? ¿Cómo
reacciona usted ante tales experiencias ?
En resumen: la respuesta es el cariño y la
aceptación
Todo niño tiene áreas de fortaleza y otras en
las que necesitará más apoyo. Aunque su trabajo
de enseñarle cosas a los niños y de ayudarlos
a aprender todo lo nuevo es muy importante,
lo es aún más hacerle sentir que usted lo quiere
tal y como es. Cuando los niños se sienten
aceptados y que son buenos, tendrán la confianza de intentar cosas nuevas y formar relaciones
positivas con otras personas.
Su afecto y compresión le da al niño los cimientos que necesita para llevar una vida futura de
aprendizaje.
Adapted from Zero to Three 2011
What is the educational value of
Ramps & Pathways?
Ramps and Pathways is a physical science curriculum for children PreK-2nd
grade. There is a huge educational
value, because children actually engage in science concepts, and have
experiences with force and motion something that many educators think
they will only learn in high school. We start early, because we know the importance of children understanding how the world works. This knowledge will
eventually connect to children’s future as scientists,
technology specialists, engineers and mathematicians.
What type of vocabulary is appropriate for 3-5 year
old? 5-8 year old, etc.
There are science vocabularies that may be challenging for the 3-year olds to learn, such as acceleration, velocity, and speed. There are technical definitions that we don’t want to confuse children (nor
adults) when they are young. Scientists warn how
we use vocabularies we don’t even understand as
adults, and we certainly do not want to do the
same with little children. The following will give you
an idea of how we can categorize the vocabularies to teach children:
Positional Words
Higher, lower, next to, between, on top of, under or
underneath, beside, behind, in front of, below,
above
Directional Words
Down, up, forward, backward, sideways, through,
over
General Vocabulary
Incline, ramp, pathway, track, sphere, fast, slow,
object, speed
How do I keep my students interested/challenged?
First, teachers need to carefully observe the children. Find their struggles, their challenges, their
plans, and ask them good productive questions
that will make them think. Never give them answers
how to fix their problems, because that will defeat
the purpose of inquiry-based curriculum, which is
very important in today’s science. Scaffold children’s thinking, and you will see how much you can
keep them interested, challenged and engaged!
www.uni.edu/rampsandpathways
¿Cuál es el valor educativo de
las rampas y vías de caminos?
Rampas y vías de camino es un plan de
estudios de la ciencia física para los niños Pre-K-2do grado. Hay un enorme
valor educativo, ya que los niños ejercen en realidad conceptos de la ciencia, y tienen experiencias con fuerza y
movimiento - algo que muchos educadores creen que sólo se aprenderán en la escuela
secundaria. Comenzamos temprano, porque sabemos la importancia de que los niños comprendan
cómo funciona el mundo. Este conocimiento, finalmente, se conectará con el futuro de los niños como los científicos, especialistas en tecnología, ingenieros y matemáticos.
¿Qué tipo de vocabulario es adecuado para 3-5
años de edad? 5-8 años de edad, etc.
Hay vocabularios científicos que pueden ser un reto para los niños de 3 años para aprender, tales como aceleración, velocidad y rapidez. Hay definiciones técnicas que no queremos confundir a los
niños (ni a los adultos) cuando son jóvenes. Los
científicos advierten cómo usamos vocabularios
que ni siquiera entienden como adultos, y desde
luego no quieren hacer lo mismo con los niños pequeños. La siguiente información le dará una idea
de cómo podemos categorizar los vocabularios
para enseñar a los niños:
Palabras Posicionales
Mayor, menor, al lado de, entre, por encima de,
debajo o por debajo, al lado, detrás, delante de,
por debajo, por encima
Palabras Direccionales
Arriba, abajo, adelante, atrás, hacia los lados, a
través de, a lo largo
Vocabulario General
Incline, rampa, camino, pista, esfera, rápido, lento,
objeto, velocidad
¿Cómo puedo mantener a mis estudiantes interesados/con retos?
En primer lugar, los profesores tienen que observar
cuidadosamente a los niños. Encuentre sus luchas,
sus retos, sus planes, y las buenas preguntas productivas que les haga pensar. Nunca les den respuestas sobre cómo solucionar sus problemas, debido a que se anula el propósito del plan de estudios basado en la investigación, lo cual es muy importante en la ciencia de hoy. Rete el pensamiento
de los niños y verá cuánto puede mantener su interés, desafío y atención!
Page 13
Toy Lending & Resource Library Spotlight/Biblioteca de Juguetes y Recursos
Library Section:
Preschool
Sección de Biblioteca: Preescolar
Nombre de juguete: Instrumentos Musicales
La Música Establece un Tono para el Aprendizaje
Los niños pequeños se benefician de la educación musical
de muchas maneras, pero es fácil desanimarse cuando
usted se enfrenta con tantas respuestas diferentes.
Aunque cada niño aprende a su manera y en su propio
paso, las actividades musicales ayudan a todos los niños
Music Sets a Tone for Learning
Young children benefit from music education in many ways, de edad preescolar a aprender habilidades a través de
muchos dominios. Algunas formas de incluir música en
but it’s easy to get discouraged when you’re confronted
un plan de estudios preescolar es cantando, bailando y
with so many different responses. Although each child
learns in her own way and at her own pace, music activities tocando instrumentos de percusión.
help all preschoolers learn skills across many domains.
Some ways to include music in a preschool curriculum are ¡Sacudir, Sonajero y a Rodar!
Los niños disfrutan tocando instrumentos de percusión
singing, dancing, and playing rhythm instruments.
simples como maracas y campanas. Mientras que algunos
niños pueden ser tímidos a la hora de cantar o bailar en un
Shake, Rattle, and Roll!
Preschoolers enjoy playing simple rhythm instruments such grupo, pocos pueden resistir a jugar con un objeto colorido
que hace ruido. Tocar instrumentos de percusión fortalece
as shakers and bells. While some children may be shy
about singing or dancing in a group, few can resist playing la coordinación ojo-mano y la conciencia del cuerpo como
los niños juegan alto y bajo, lento y rápido, y en voz alta y
with a colorful object that makes noise. Playing rhythm inen voz baja.
struments strengthens eye–hand coordination and body
awareness as children play high and low, slow and fast,
 Invite a los pequeños a jugar con agitadores y pulseras
and loudly and softly.
de campana mientras se escucha música en vivo. Ani-
Toy Name:
Musical Instruments




Invite preschoolers to play shakers and bell bracelets
while listening to lively music with a steady beat. Encourage children to play the instruments in different
ways. For example, children can slide shakers on the

floor, make them jump when held upright, or stir them
like a spoon.
Create new lyrics to familiar songs. Using the instrument, try the shakers on the bus go shake, shake,
shake instead of “The Wheels on the Bus,” or I can jin- 
gle, I can jingle, I can jingle on my arm/leg/foot to the
tune of “Clementine.”
Make nontraditional instruments. Coffee-can drums are
a favorite. Hit lightweight, easy-to-hold Styrofoam egg
cartons on the floor, knees, or stomach for a satisfying
“thunk” sound. Create shakers by filling empty and
clean plastic honey jars half full with buttons, beads,
aquarium gravel, or other small colorful items. Be sure
to seal the top securely. Check all homemade items for
cleanliness and safety before young children play with
them, and always supervise their use.
Keep a box full of musical instruments—like maracas,

tambourines, and drums—outside so that children can
choose to dance and make music while on the playground.
Teachers and parents can incorporate music into the day to
foster preschoolers’ physical, cognitive, and social development. When music is a priority, children come together for
smiles, fun, and creativity.
Page 14
me a los niños a tocar los instrumentos de diferentes
maneras. Por ejemplo, los niños pueden deslizar agitadores en el suelo, haga que salten cuando estén en
posición vertical, o se revuelvan como una cuchara.
Cree nuevas letras de canciones conocidas. Utilizando
el instrumento, pruebe los agitadores en el bus vaya
sacudida, agitar, agitar en lugar de "las ruedas en el
autobús", o que puede tintineo, que puede tintinear en
el brazo / pierna / pie con la melodía de " Clementina ".
Asegúrese de instrumentos no tradicionales. tambores
de lata de café son una de los favoritos. Hit-ligeros,
fáciles para retención o cartones de huevos de espuma
de poliestireno en el suelo, las rodillas, o en el estómago para un procesador de sonido satisfactorio. Cree
agitadores llenando tarros de miel de plástico vacíos y
limpios hasta la mitad con botones, cuentas, grava del
acuario, u otros pequeños artículos coloridos. Asegúrese de sellar la parte superior de forma segura. Asegúrese de que todos los artículos hechos en casa estén
limpios y seguros antes de que los niños pequeños
jueguen con ellos, y siempre supervise su uso.
Mantenga una caja llena de instrumentos musicalescomo las maracas, panderetas y tambores-fuera, para
que los niños puedan elegir para bailar y hacer música
en el patio de recreo.
Maestros y padres pueden incorporar la música en el día
para fomentar lo físico, cognitivo y social con los niños.
Cuando la música es una prioridad, los niños se reúnen
para sonrisas, diversión y creatividad.
UNM Cariño
EC TTAP South
Valley Office
and Library
Parent Play Groups!
CNM SV Campus
The UNM Cariño Toy Lending & Resource Library is now offering a wide
variety of playgroups in our beautiful library. Our play space is filled with
educational toys, games, materials, and supportive supplies, and book allowing
children to make choices and providing many learning opportunities.
5816 Isleta Blvd SW
Parents and caregivers of young children (birth to 5 years of age) are invited
to bring their youngsters and join together to play, read, create, and sing.
Participation in all playgroups is free and requires no prior registration, you can
simply drop in. A library staff member or volunteer will facilitate the playgroups.
Our play space is also available for use by children accompanied by an adult
when there is no playgroup/organized activity in session.
87105
If You Have Questions Please Call
Paloma Gonzalez-Delgado at 505-224-5018
_______________________________________________________
Grupos de Juego Para Padres!
La Biblioteca de Juguetes y Recursos de UNM Cariño está ofreciendo una
amplia variedad de grupos de juego en nuestra hermosa biblioteca. Nuestro
espacio de juego cuenta con juguetes educativos, materiales, recursos
de apoyo, y libros que ofrecen a los niños varias opciones y muchas
oportunidades de aprendizaje.
Se invita a los padres y educadores de niños pequeños (desde el nacimiento
hasta los 5 años de edad) que traigan a sus niños y se unan para jugar, leer,
crear, y cantar. La participación en todos los grupos de juego es gratis y no
requiere inscripción previa, sólo tiene que presentarse, y un miembro del
personal de la biblioteca o voluntario le facilitará los grupos de juego. Nuestro
espacio de juego también está disponible para el uso de niños acompañados
por un adulto cuando no hay grupo de juego u actividad organizada en sesión.
Room: SV1-110
Albuquerque, NM
Play Group
Days and Times
1st Wednesday of
Month (English)
10:00am to 12:00pm
3rd Wednesday of
Month (Spanish)
10:00am to 12:00pm
Si Tiene Alguna Pregunta Por Favor Llame a
Paloma González-Delgado 505-224-5018
Page 15
Cariño Early Childhood News
Non-Profit Organization
U.S. Postage
University of New Mexico
Cariño Early Childhood Training
& Technical Assistance Program
Continuing Education
MSC07 4030
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 2016
The UNM Cariño Early Childhood TTAP is funded by the Children, Youth & Families Department Office of Child Development
UNM Cariño Early Childhood TTAP Toy & Resource Lending Library
The library toys encompass all areas, ages and stages of development. Additionally,
the library features a well-rounded resource section, which offers early care providers supportive
literature and activity ideas to further child development, teaching strategies and making learning fun!
Location:
CNM South Valley Campus
5816 Isleta Blvd SW
224-5018
Hours of Operation:
Tuesday and Thursday 12 pm - 7 pm
Friday 9 am - 4:30 pm
First Saturday of each month from 9 am - 1 pm

Cariño TTAP Early Childhood

Transcription

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