Inside this issue:

The Power of Language: Communication is Crucial to Fostering Relationships Page 2 The Power of Language: Continued, Outdoor Safety Tips for Kids Page 3 Getting Ready to go Back to School Page 4 Smooth Transitions in Child Care Page 5 Early Childhood Course Descriptions - FOCUS Page 6 UNM Cariño EC TTAP Training Calendar Pages 7-9 UNM Cariño EC TTAP SOUTH VALLEY Training Calendar Page 10 Other Training Opportunities (45 Hour & 6 Hour Courses), Training Policies Page 11 Getting Ready to Read/Alistándose a leer Page 12 UNM Cariño Early Childhood Toy & Resource Library Page 13 UNM Cariño Staff Spotlight, Early Years Are Learning Years Page 14 Primeros Años Son Años Aprendiendo Page 15

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Cariño Early Childhood News

UNM Cariño Early Childhood Training & Technical Assistance Program Early Childhood Services Center UNM Continuing Education 1634 University Blvd MSC07 4030 Albuquerque, NM 87131 505-277-1371 Office 505-277-8975 Fax

Cariño Program Director Malisa Kasparian 277-0954

Training & Development Consultants — Inclusion Sheryl Faulconer 277-1260 Linda Littlewolf 277-6031 Veronica Tighe 277-1469

Training & Development Consultants Claudia Alderete 277-1590 Janet Gagliano 277-1039 Noelle Garcia Jackson 277-0082 Bailey Johns 277-1592 Mandee Lamoreux 277-1262 Tatiana Roman-Rodriguez 277-0271 Luisa Chavez-Scott 277-1000 Amanda Williams 277-1348

Training Coordinator Dawn Gibson 277-0593

Enrollment Services Rep Marlene Lopez-Rodriguez 277-1592

General Information & Training Registration 277-1371 South Valley Office Joel Casas - Manager 224-5018 Consultants Jose Cano 224-5019 Paloma Gonzalez 224-5017 Vacant 224-5020

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

UNM Cariño Partners with Explora!

Growing a Scientist (Parent/Child Workshop) is an interactive experience in which preschoolers and adults pair to learn about science by questioning, experiencing and investigating. Its interactive, materials-based science programs for up to 15 parent-child pairs (preschoolers and adult caregivers).

Mirror, Mirror on the Wall Investigate mirrors, reflection and symmetry as you compare your image in a variety of objects from mirrors to spoons to pots and pans. Build kaleidoscopes and make symmetrical art to take home.

Measure Me Discover measuring concepts such as more and less, weight and height. Measure your height using feet, shoes, and hands. We will practice using scales, measuring cups, and droppers to explore the concept of measuring.

For more information please contact Paloma Gonzalez-Delgado at 505-224-5017

UNM Cariño Colobora con Explora!

El Crecimiento de un Científico (Taller Padre/Niño) es una experiencia interactiva en la que las parejas (niños preescolares y adultos) aprendan sobre la ciencia al cuestionar, experimentar e investigar. Los programas de ciencia, basado en materiales interactivos para hasta 15 padres e hijos (preescolares y adultos).

Espejo, Espejo en la Pared Investigar los espejos, la reflexión y la simetría como se compara su imagen en una variedad de objetos de espejos como cucharas, ollas, y sartenes. Construir caleidoscopios y hacer simétrico del arte para llevar a casa.

Mídame Descubra conceptos como medir, más y menos, el peso y la altura. Mida su altura usando los pies, los zapatos y las manos. Vamos a practicar el uso de escalas, tazas de medir, y goteros para explorar el concepto de medir.

Para obtener más información, hable con Paloma Gonzalez-Delgado al 505-224-5017

Page 2 Cariño Early Childhood News

The Power of Language

Communication is Crucial to Fostering Relationships

In a few short years, your preschooler masters many of the complexities of communication: making eye contact, reading facial expressions,

taking turns, and using oral language. Your child's communicative and social skills go hand in hand. The ability to use language to express needs, ideas, and feelings is a critical step toward being able to under-stand and participate in the social world around him. Through language, your child is able to make friends, enjoy playing and being with peers, learn from others, discuss ideas, and gain even more knowledge about

the world in which he lives. Creating a Language-Rich Environment Your child's early school experiences are particularly powerful in shaping language skills because it's the first time communication takes place within a group. So, while it's true that the more language your child hears the more language she will learn, it takes more than hearing conversa-tions for her to become a competent communicator. Real communication takes place within the context of doing things with others. Your child's classroom contains materials that motivate him to express his ideas and feelings in many ways without having to use language directly. Raw materials — boxes, blocks, or dress-up clothes, for exam-ple — inspire children to work together, make plans, negotiate, and solve problems. To do so they have to communicate with one another. Look at your child's home environment and think about the ways you can support and build on the communication skills she is learning at school. Create an atmosphere in which your child can express herself effectively and creatively by making sure she knows her ideas and ways of com-municating are accepted, valued, and respected. Valuing Your Child's Words Although children learn to communicate naturally, little ones often need extra assurance that what they have to say will be acknowledged and valued. Every child also needs someone he can really talk to — to share things that he can't tell anyone else, knowing they won't laugh or be critical. Build your child's sense of language security by accepting her own way of communicating. Children do not learn language well by being correct-ed or criticized. For example, Brooke and her mother are walking through the park. "Look, look!" says Brooke, as a rabbit scurries away from them, "I seen a bunny!" "No," says Brooke's mother. "Say, you saw a bunny." "Yes," says Brooke, "I seen a bunny." Brooke's moth-er corrects her again. "Brooke, listen to me, you did not seen a bunny. You saw a bunny. Now, say you saw a bunny." Brooke sighs and, al-most in a whisper, says, "bunny." As a result of having her speech corrected, Brooke does not learn the difference betweensaw and seen, but she does learn that her way of talking is not accepted. Children learn correct grammar by hearing it being used. A better response to Brooke would be to focus on her excit-ing news, saying, "Oh, you saw a bunny! Do you think we frightened it away?"

Repeating what your child has said, even when you change some of her words, is reinforcing. Most children want to talk more when their parents expand on what they say. If Brooke's mother says, "Where did the bunny go?" she and Brooke could have a great conversation about rabbits — where they live and how bunnies might feel when surprised by people walking toward them. Taking Time to Stop and Listen Claire runs to her mother after school with a painting that seems like a scribble of colors, saying, "Look! I made a pretty picture." Claire's mother takes a break from stacking dishes in the dishwasher to talk with Claire about her painting. She says, "I love how this yellow goes all through the painting and how the pink dances with joy." Claire, feeling valued and respected when her mother describes the painting to her, replies, "Yes, I made a painting about being very happy." It would be easy for Claire's mother to quickly remark, "What a lovely painting." But by taking the extra moment to have a deeper conversa-tion, she lets Claire know that she and her work are valued. When you take the time just to describe what your child is doing, without judgment, it is like opening up a box of surprises. When your child hears you talk about what she is doing, she will start to talk — not just about her ac-

tions, but about her feelings as well. Try these conversation starters:

When your child scribbles, say, "Wow! Your

whole arm is moving when you draw."

If your child is spilling and filling cups in the

sandbox, say, "I see that you're having so much fun spilling the sand."

When your child puts his shoes on, say, "I'm so

proud. You put your shoes on." Recognizing Your Child's Feelings You can learn a lot by observing your child's facial expressions and tone of voice when she speaks to you. 4-year-old Vanessa lashes out at her brother, calling him "stupid." She grabs the truck he's playing with. Be-fore she can hit him with it, her mother gently takes her arm and says, "You can't hit Alberto." Vanessa screams, "I hate you! You're stupid." Her mother calmly replies, "I understand you are angry, but I cannot let you hurt Alberto." By recognizing Vanessa's anger, her mother gives Vanessa a label for her feelings, sets limits on her behavior, and responds to her emotions. She acknowledges Vanessa's feelings without humiliating her. In turn, Vanessa learns that even though her behavior is not acceptable, she is

still accepted by her mother. Try responses such as the following:

When your child stumbles and screams even though she has barely

scratched her knee, acknowledge her fear by saying, "Scratches do hurt. Come with me and pick out the bandage you want."

If your preschooler pouts and cries, "I never get to do what I want,"

recognize his feelings by saying, "You feel hurt because you can't do what you want now. You'll be able to go back to the game after we eat dinner."

Continued on Page 3

Cariño Early Childhood News Page 3

Outdoor Safety Tips for Kids Summer has finally arrived and it's exciting to get outside again regularly. Outdoor play is great for kids, helping them expend energy, socialize with other children, and stay healthy. Here are some safety tips to remember before opening the doors:

1. Bikes, skates, and scooters – Remember helmets and pads! Ensure that kids have a safe, vehicle-free area to ride and that they follow the manufacturer's guidelines for age recommendations.

2. Playground equipment – The U.S. Consumer Product Safety Commission reports that over 200,000 children go to the ER each year from injuries associated with playground equipment. Check that swings, seesaws, and jungle gyms are not broken or in need of maintenance, particularly since they may have gone unused all winter.

3. Sun safety – Ensure that kids use sunscreen, with an SPF factor of at least 15. Make sure that they're not outside too long on hot days (in fact, you may want to limit their exposure during peak hours on extremely hot days). Teach them to drink plenty of water to prevent dehydration. Finally, dress them in loose-fitting, light-colored clothing on hot days.

4. Insects and animals – Spiders, wasps, bees, and ticks can all bite or sting kids. Try to avoid them and equally important, make sure that you and your kids remain aware of potential allergic reactions.

5. Storm safety – Bad weather, including thunderstorms and lightning, can sneak up quickly on anyone, especially kids who may not anticipate the coming storm. If your kids do get caught in a storm, make sure that they know what to do

Nothing beats playing outside! Just make sure your kids are safe and know what to do in case of problems. Adapted from Scholastic Parent and Child

Continued from page 2

Learning the Conventions of Language Children who easily make and keep friends know how to make eye contact with others when they are speaking and listening. They under-stand the importance of taking turns in a conversation as well as how to solve verbal conflicts. These children also know how to enter or leave a group without disrupting the play and are at ease with adults. Children who are ignored by others and who have trouble communi-cating may not have mastered these necessary social skills. Try these strategies to help your child develop the skills involved in communi-cating. Role-playing with puppets, dolls, or stuffed animals is a fun,

nonthreatening way to practice.

Making eye contact: Talk face-to-face with your child, and remind

him of why he should do the same: "Look at her so she knows you are talking to her." Coach a shy child to look at others when he is communicating. Invite your child to talk to himself in the mirror.

Taking turns in a conversation: It's difficult for young children to

judge when it's their turn to talk, but they must learn how to use and understand the signals the speaker gives. If you wait too long to respond to the speaker's pause, someone else will jump in. If you don't wait long enough, you'll cut off the person speaking. Children also need to recognize nonverbal signals, facial expressions, and changes in voice tone that signal the time for them to talk. Help your child by sharing a story with her while driving in the car or simply cuddling together on the couch. Ask your child to show a friend how to play a new game. When you are with other people, remind your child about taking turns. Soon, all you may need to do is touch your child softly on the arm to remind her that it's someone else's turn to talk, or that now it is her turn to talk.

Resolving conflicts: At around two children learn to say no, which

gives them a sense of control. Once they learn the power of no they say it a lot, and conflicts occur over toys, what to play, how to play, and who can play. By 4 or 5 years old, your child learns that if

he compromises ("I'll be the teacher first, then you can be the teacher"), he can keep the play moving along and still have his own way. Children who can negotiate verbally with others can do so because they know how to consider another person's words, wants, and needs.

Acting Out "Who is going to help me make Little Red Riding Hood's house?" asks Molly as she runs to the pile of large cardboard boxes on the playground. The children talk and argue, but eventually, with some plan in mind, begin building together. Throughout the morning and the next several days, the structures change, taking on different forms and themes. Some belong to Red Riding Hood and the three little pigs, others to astronauts, and still others to fire trucks. Although the themes change, the children's need to negotiate and problem-solve does not. You can help your child learn compromise and negotiation at home by supplying plenty of open-ended materials — blocks, boxes, clay, and art materials — for use during playdates. Be available to gently redirect play if a conflict arises. Start by offering a suggestion: "You can be the baby first, then Sally can be the baby." Or, "First it's your turn to ride the train, then it's Jack's turn." There is probably nothing more important to your child's success in school than learning to use language to communicate with others. Learning to listen and talk with others is the foundation on which later academic success is built. Armed with good communication skills, children will be prepared for learning to read, using symbols, and gaining many other academic skills. When you value your child's language learning, you are not only expanding his vocabulary and ability to communicate, you are also expanding his possibilities for a successful life.

Adapted from Scholastic Parent & Child Magazine

Page 4 Cariño Early Childhood News

Getting Ready to go Back to School

PAINTED SNEAKERS Give sneakers a one-of-a-kind look with this eye catching craft!

Tools and Materials * Newspaper * Clean canvas sneakers * Fabric or acrylic craft paint * Artist paintbrushes * Fabric paint pens

Painted Sneakers How-To 1. Cover a work surface with newspaper. 2. Using fabric paints and paint pens, decorate sneakers. 3. Let paint dry for 24 hours before painting another shade on top of the original color. marthastewart.com

PAINTED PENCILS AND COVERED BOOKS It's a big moment when a kid gets his first textbook. Allow a kid to design custom covers with heavy construction paper, road maps, or even wrapping paper. They're just as good at protecting books

from bumps, scratches, or drippy servings of cheese fries.

The secret to overcoming writer's block is a pencil so marvelous that you can't help but pick it up and start scribbling. To create one, a kid

winds extra-thin tape around a plain pencil, paints it, and then unwraps the tape. Each design has a personality all its own: A pencil with

parallel stripes, for instance, makes math homework fun, while dreamy blue spirals are lovely for writing secrets in a journal.

Pencil How-To You will need 1/16- to 1/8-inch-wide skinny masking tape, depending on the desired stripe size; acrylic paints; and plain pencils. Natural-color cedar pencils work well. Begin by wrapping tape around pencil; try a candy-cane design, or wrap in individual circles for parallel lines. Paint over whole pencil generously with acrylic paint. When paint is dry, remove tape. Kids can make different styles by varying tape size, wrapping tape in different ways, and painting alternating colors between bands.

APPLE PRINT BAG Apples aren't just for eating. The cut side of an apple half, dipped in candy-colored paint, can be stamped onto otherwise ordinary canvas tote bags and backpacks. Apple-Print Bag How-To 1. Cut an apple in half from top to bottom. Make sure the cut is smooth and flat.

Use a paintbrush to apply the paint evenly over the cut side of the apple. 2. With the apple half, cut side down, stamp the surface of the object you want to

decorate. The more times you stamp, the less vivid the print will be, so reapply paint, or use the other half.

3. Use additional apple halves to print with different colors, if desired. To draw stems and leaves, use black or green markers (or paint).

marthastewart.com

Cariño Early Childhood News Page 5

Smooth Transitions In Child Care by Cathy Abraham

As you know, transition times are usually the most difficult and stressful parts of the day in child care. A group of children are being asked to shift from one activity to another, and move from one task to another in a relatively short period of time. This lends itself to much movement -

and for some children - opportunity!

Some children have a particularly difficult time and react to any kind of confusion, lack of structure and/or chaos. You should plan on transi-tion times requiring all of your attention and focus - this would not be the appropriate time to gather the materials necessary for the next art or

cooking project.

Smooth Transitions...

Establish much better "discipline" in your classroom, preventing

many behavior problems.

Allow for more time for educational activities due to less waiting

time.

Help children to respect you and feel secure, knowing that you

are capable and competent, and the classroom is not out of control.

Here are some general thoughts on how to make transition times easier:

View transition times as opportunities for learning.

Make transitions fun!

One adult should stay with the majority of the children who

are ready (or not ready) and the other staff member should be facilitating the rest of the group. Strategically positioning yourself is an invaluable tool during transitions. Do not penalize the children who are ready and doing what they should be doing. Don't let one child hold up the rest of the class because he won't put on his coat - that's giving that child a great deal of power.

Eliminate 'Lining Up' and minimize waiting. Lining up lends

itself to children being in each others' body space. This often leads to pushing, shoving, kicking and whining. Movement in small groups is preferable and much more manageable. Stagger small groups of children. If you must line-up, or there is an unexpected wait for the next activity (example: lunch is late), use fingerplays, songs and games that require no props are essential. Think about how difficult it is for us (as adults) to wait in a grocery store line for more than a couple of minutes. Multiply that by ten!

Give children adequate time to prepare for transitions.

Choose children first who are not engaged in any activity (or who need some redirection) to start moving into that next phase of the day.

Utilize positive reinforcement as a tool. Children generally

strive to please. Reward appropriate behavior with recognition, praise and positive reinforcement. Don't fall into the "Good Job" pitfall - the more specific and concrete your comments are, the more it indicates that you are really paying attention, and are sincere.

Try to stay away from always relying on external rewards like

stickers. This can often backfire, and you may have children who will only do what is expected if they get something in return.

Know upon whom you need to keep an

extra close eye. Certain children predictably 'lose it' during transition times, or take advantage of the fact that your focus is fragmented. You will want to shadow these children closely - again using positive reinforcement when they display appropriate behaviors.

Since we know transition times are hectic, plan ahead and

have all necessary materials at hand.

Some children need specific directions comprised of only

one or two commands at a time.

Model and demonstrate appropriate behaviors.

Know your children. Know what they like and what they

respond to, what works, and what doesn't.

Ideas for Waiting Times

Songs and finger plays

Visualization scenarios/listening games ("You are sitting on the

beach. The sun is warm and you can feel it on your back"); Try relaxation techniques.

Review of the morning or previous day; Talk about things together.

Have children move like, or pretend to be specific animals or

things.

Read or tell a story, or have children look at books.

Identify things in the room that start with certain letters; Look for

shapes, colors, numbers, etc within the environment.

Guessing Games

Memory games or clapping games

"Simon Says"

Exercising or Stretching Activities

Play the "Telephone" game.

Use puppets to give directions, reinforce concepts, or just be silly.

"Freeze!" - no one can move - "We're all frozen!"

"Quiet Bubbles" - challenge children to be quiet (or sit) before

the bubble pops

"Get your wiggles out!" - Have children wiggle different parts of

their bodies Remember to tie in your curriculum theme whenever possible to expand upon and enhance the children's learning experiences. Keep it fun and exciting and you'll eliminate many behavior problems.

http://www.childcarelounge.com/articles/smooth-transitions.php

Cariño Early Childhood News Page 6

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 7-9 for specific dates, times and registration information.

PLEASE NOTE: The FOCUS Intentional Teaching Series must be taken in order

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.

ORIENTATION TO INTENTIONAL TEACHING PART 1 (8 Hr Series)

This 8-hour series-based training provides foundational information for the NM Early Learning Guidelines (ELG’s) - Observation, Documentation, and Curriculum Planning for Young Children. (must complete all parts to receive certificates for this series)

Orientation to New Mexico’s Early Learning Guidelines (2 Hours) In this 2-hour session you will receive beginning information about NM’s ELG’s. This session includes what early learning guidelines are, what age groups and domains they address, how they can be used.

Orientation to Observation, Documentation and Curriculum Planning for Young Children (8 Hours) In these three 2-hour sessions you will explore 1) the basics of observation as it relates to the NM ELG’s and the Authentic Observation Documentation Curriculum Planning Process star level; 2) the foundations of documenting young children’s behaviors as it relates to NM ELG’s; and 3) how observation, documentation, and the NM ELG’s can guide your curriculum planning through practical applications.

INTRODUCTION TO INTENTIONAL TEACHING PART 2 (8 Hr Series) This is an 8-hour series-based training provided in 2 parts. (must complete all parts to receive certificates for this series)

Introduction to New Mexico’s Early Learning Guidelines (ELGs) (4 Hours) In this 4-hour session you will learn about the background & overview of NM ELG’s, spend time getting familiar with the general content, individual sections, and the specific parts of each section.

Introduction to New Mexico’s Authentic Observation Documentation Curriculum Planning Process (AODCP) (4 Hours) 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, and how they influence your curriculum planning.

INTERMEDIATE INTENTIONAL TEACHING PART 3 (10 Hr Series)

This is a 10-hour series-based training provided in 2 parts. (must complete all parts to receive certificates for this series)

Introduction to New Mexico’s Early Learning Guidelines (ELGs) (4 Hours) In this 4-hour study of the New Mexico Early Learning Guidelines, you will be able to explore family and community collaboration and engagement, individualization of the curriculum, and strengths-based teaching and learning practices. The New Mexico Early Learning Guidelines, and the Guidelines’ Foundational Principles, provide the context for the exploration.

Introduction to New Mexico’s Authentic Observation Documentation Curriculum Planning Process (AODCP) (6 Hours) This 6-hour, series-based training explores how the Authentic Observation, Documentation, Curriculum Planning Process (AODCP) supports teaching and learning in the reflective classroom. You will practice various curriculum planning and implementation activities that are part of ongoing, observational assessment. Social-emotional development and school readiness are discussed and related to the teaching and learning experiences of the early childhood education and care environments.

EARLY CHILDHOOD EDUCATION COMPETENCY AREAS 1. Child Growth Development & Learning 4. Developmentally Appropriate Content 7. Professionalism 2. Health Safety & Nutrition 5. Learning Environment & Curriculum Implementation 3. Family Community Collaboration 6. Assessment of Children & Programs

Cariño Early Childhood News Page 7

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

JULY 2015 - SIGN-UPS BEGIN JUNE 15TH (You MUST attend all parts in a training series to receive a certificate)

BERNALILLO COUNTY: 7/1,8,15,22,29 6:30-8:30pm Intermediate Intentional Teaching- FOCUS Series 5 Part Series (10 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)

7/2, 9, 16, 23 6:30-8:30pm Orientation to Intentional Teaching - FOCUS Series 4 Parts (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)

7/6, 13 6:30-8:30pm Powerful Interactions - FOCUS Series 2 Parts (4 Hour Certificate - Competencies: 1-1hr, 5-3hrs.)

7/7, 14, 21, 28 3-5pm Introduccion a la Enseñanza Intencional - FOCUS Series 4 Parts (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)

7/7, 14, 21, 28 6:30-8:30pm Introduction to Intentional Teaching - FOCUS Series 4 Parts (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)

7/8, 15, 22 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)

7/13, 20, 27 10am-noon Professionalism Series - 3 Parts (6 Hour Certificate - Competencies: 7-6hrs)

7/16, 23, 30 6:30-8:30pm Quality Early Childhood Programs for ALL: Inclusion 6 Hour Series (6 Hour Certificate - Competencies: 3-2hrs, 4-1hr, 5-1hr, 7-2hrs)

7/20, 27 9-11am El Desarrollo Socio-Emocional de Bebes y Niños Pequeños - 2 Parts (4 Hour Certificate - Competencies: 1-2hrs, 4-2hrs)

7/18 9-11am Trauma, Adversity & Resilience in Early Childhood Part 1 7/18 11:30-1:30 Trauma, Adversity & Resilience in Early Childhood Part 2 7/18 2-4pm Trauma, Adversity & Resilience in Early Childhood Part 3 (6 Hour Certificate - Competencies: 1-4hrs, 4-2hrs)

VALENCIA COUNTY: 7/18 9am-11am Creating a Learning Environment for Infants and Toddlers: Cognitive Part 1 7/18 11:30-1:30pm Creating a Learning Environment for Infants and Toddlers: Guidance Part 2 7/18 2-4pm Creating a Learning Environment for Infants and Toddlers: Discipline Part 3 (6 Hour Certificate - Competencies: 1-1hr, 4-2hrs, 5-2hrs, 7-1hr)

SANDOVAL & SOCORRO COUNTIES: No Trainings Scheduled this Month

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 Early Childhood News Page 8

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

EARLY CHILDHOOD EDUCATION COMPETENCY AREAS 1. Child Growth Development & Learning 4. Developmentally Appropriate Content 7. Professionalism 2. Health Safety & Nutrition 5. Learning Environment & Curriculum Implementation 3. Family Community Collaboration 6. Assessment of Children & Programs

AUGUST 2015 - SIGN-UPS BEGIN JULY 13th (You MUST attend all parts in a training series to receive a certificate)

BERNALILLO COUNTY: 8/3,10,17,24,31 6:30-8:30pm Intermediate Intentional Teaching - FOCUS 5 Parts (10 Hour Certificate - Competencies: 1-2hrs, 3-1hr, 4-2hrs, 5-2hrs, 6-2hrs, 7-1hr)

8/3, 10 3-5pm Interacciones Poderosas - FOCUS Series 4 Parts (8 Hour Certificate - Competencies: 1-1hr, 5-3hrs)

8/4, 11, 18 6:30-8:30pm Math: Numbers, Shapes, Sizes, and More! - 3 Parts (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs)

8/4, 11, 18, 25 6:30-8:30pm Introduction to Intentional Teaching - FOCUS Series 4 Parts (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)

8/6, 13, 20, 27 3-5 pm Orientacion a la Enseñanza Intencional - FOCUS Series 4 Parts (4 Hour Certificate - Competencies 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)

8/6, 13, 20 10am-noon Participacion Integral de Cada Niño - FOCUS Series 3 Parts (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs)

8/11, 18, 25 6:30-8:30pm Quality Early Childhood Programs for ALL: Inclusion 6 Hour Series (6 Hour Certificate - Competencies: 3-2hrs, 4-1hrs, 5-1hr, 7-2hrs)

8/12, 19, 26 6:30-8:30pm Full Participation of Each Child - FOCUS Series 3 Parts (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs)

8/15 9-11am Classroom Environments For Infants and Toddlers Series: Indoor Environments Part 1 8/15 11:30-1:30pm Outdoor Environments Part 2 8/15 2-4pm Transitions Part 3 (6 Hour Certificate - Competencies: 3-1.5hrs, 4-1.5hrs, 5-3hrs)

8/19, 26 6:30-8:30pm Powerful Interactions - FOCUS Series 2 Parts (4 Hour Certificate - Competencies 1-1hr, 5-3hrs)

SANDOVAL COUNTY: 8/22 9-11am Classroom Management Part 1 8/22 11:30-1:30pm Classroom Management Part 2 8/22 2-4pm Classroom Management Part 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs)

VALENCIA & SOCORRO COUNTIES: No Trainings Scheduled this Month

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 Early Childhood News Page 9

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

EARLY CHILDHOOD EDUCATION COMPETENCY AREAS 1. Child Growth Development & Learning 4. Developmentally Appropriate Content 7. Professionalism 2. Health Safety & Nutrition 5. Learning Environment & Curriculum Implementation 3. Family Community Collaboration 6. Assessment of Children & Programs

SEPTEMBER 2015 - SIGN-UPS BEGIN AUGUST 10th (You MUST attend all parts in a training series to receive a certificate)

BERNALILLO COUNTY: 9/2,9,16,23,30 6:30-8:30pm Intermediate Intentional Teaching - FOCUS Series 5 Parts (10 Hour Certificate - Competencies: 1-2hrs, 3-1hr, 4-2hrs,5-2hrs, 6-2hrs, 7-1hr)

9/3, 10, 17 3-5pm Participacion Integral de Cada Niño - FOCUS Series 3 Parts (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs)

9/3, 10, 17, 24 10am-noon Introduction to Intentional Teaching - FOCUS Series 4 Parts (6 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr)

9/3, 10, 17, 24 6:30-8:30pm Introduction to Intentional Teaching - FOCUS Series 4 Parts (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)

9/8, 15, 22, 29 6:30-8:30pm Orientation to Intentional Teaching - FOCUS Series 4 Parts (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)

9/8, 15, 22 6:30-8:30pm Full Participation of Each Child - FOCUS Series 3 Parts (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs)

9/12 9-11am Trauma in Early Childhood: What is Trauma? Part 1 9/12 11:30-1:30 Trauma in Early Childhood: How Trauma Affects Brain Development Part 2 9/12 2-4pm Trauma in Early Childhood: Strategies Part 3 (6 Hour Certificate - Competencies: 1-2hrs, 3-1hr, 4-1hr, 7-2hrs)

9/12 9-11am Modulo 1 Construyendo relaciones y creando entornos de 9/12 11:30-1:30 Modulo 2 Estrategias de enseñanza de habilidades socioemocionales (4 Hour Certificate - Competencies: 4-2hrs, 5-2hrs)

9/17, 24, 6:30-8:30pm Quality Early Childhood Programs for ALL - Inclusion 6 Hour Series Part 3 Oct. 1st (6 Hour Certificate - Competencies: 3-2hrs, 4-1hr, 5-1hr, 7-2hrs)

9/19 9-11am Modulo 3a Discernir el significado del comportamiento problemático 9/19 11:30-1:30 Modulo 3b El desarrollo de un Plan para Apoyar el Comportamiento (4 Hour Certificate - Competencies: 5-2hrs, 6-2hrs)

9/14, 21 6:30-8:30pm Powerful Interactions - FOCUS Series 2 Parts (4 Hour Certificate - Competencies: 1-1hr, 5-3hrs)

9/16, 23, 30 1-3pm Language Development & Literacy: Infant/Toddlers Pt. 1, Preschool Pt. 2, Dual Language Learners Pt. 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-1hr, 5-3hrs)

SOCORRO, SANDOVAL & VALENCIA COUNTIES: No Trainings Scheduled this Month

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 Early Childhood News Page 10

UNM Cariño SOUTH VALLEY Training Calendar– CNM SV Campus 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

JULY 2015 - SIGN-UPS BEGIN JUNE 15th (You MUST attend all parts in a training series to receive a certificate)

7/1, 8 6:30-8:30pm Powerful Interactions 2 Parts (FOCUS) - CNM South Valley Campus (4 Hour Certificate - Competencies: 1-1hrs, 5-3hrs)

7/9, 16, 23 6:30-8:30pm Efectos de Trauma en Educación Infantil 3 Partes - CNM South Valley Campus (6 Hour Certificate - Competencies: 1-2hrs, 3-1hr, 4-1hr, 7-2hr)

7/14, 21, 28 6:30-8:30pm Ciencia en el Salón con Niños Preescolares 3 Partes - CNM South Valley Campus (6 Hour Certificate - Competencies: 1-1hr, 2-1hr, 4-1hr, 5-3hrs.)

AUGUST 2015 - SIGN-UPS BEGIN JULY 13th (You MUST attend all parts in a training series to receive a certificate)

8/4, 11 6:30-8:30pm Interacciones Poderosas 3 Partes (FOCUS) - CNM South Valley Campus (4 Hour Certificate - Competencies: 1-1hr, 5-3hrs)

8/6, 13, 20 6:30-8:30pm Participación Integral de Cada Niño 3 Parts (FOCUS) - CNM South Valley Campus (6 Hour Certificate - Competencies 3-2.5hrs, 4-1.5hrs, 7-2hrs) 8/8 9-11am Usando Materiales Reciclables Con Niños de 0-5 Parte 1 - CNM South Valley Campus 8/8 11:30-1:30pm Usando Materiales Reciclables Con Niños de 0-5 Parte 2 - CNM South Valley Campus 8/8 2-4pm Usando Materiales Reciclables Con Niños de 0-5 Parte 3 - CNM South Valley Campus (6 Hour Certificate - Competencies: 1-2hrs, 3-1hr,4-1hr, 5-2hrs) 8/15 9-11am Interactuando Con los Niños en Las Areas de Aprendizaje Parte 1 - CNM South Valley Campus 8/15 11:30-1:30pm Interactuando Con los Niños en Las Areas de Aprendizaje Parte 2 - CNM South Valley Campus 8/15 2-4pm Interactuando Con los Niños en Las Areas de Aprendizaje Parte 3 - CNM South Valley Campus (6 Hour Certificate - Competencies: 1-2hrs, 4-1hrs, 5-3hrs)

SEPTEMBER 2015 - SIGN-UPS BEGIN AUGUST 10th (You MUST attend all parts in a training series to receive a certificate)

9/2, 9. 16 6:30-8:30pm Estrategias Eficaces para Problemas de Comportamiento 3 Partes - CNM South Valley Campus (6 Hour Certificate - Competencies: 2-2hrs,4-3hrs, 5-1hrs)

9/3, 10, 17, 24 6:30-8:30pm Introducción a la Enseñanza Intencional 4 Partes (FOCUS) - CNM South Valley Campus (8 Hour Certificate - Competencies: 1-2hrs, 3-1hr, 4-1.5hrs, 5-1.5hrs, 6-1hr, 7-1hr)

9/12 9-11am Science in the Classroom w/ Preschool Children Part 1 - CNM South Valley Campus 9/12 11:30-1:30pm Science in the Classroom w/ Preschool Children Part 1 - CNM South Valley Campus 9/12 2-4pm Science in the Classroom w/ Preschool Children Part 1 - CNM South Valley Campus (6 Hour Certificate - Competencies: 1-1hr, 2-1hr, 4-1hr, 5-3hrs)

Parking is available in the front and rear of the CNM South Valley Campus and if you need an escort after class contact CNM security at 505-224-3002

AREAS DE COMPETENCIA EN LA EDUCACION INFANTIL 1 Crecimiento, Aprendizaje y Desarrollo Infantil 4 Contenido Apropiado para el Desarrollo 7 Profesionalismo 2 Salud, Seguridad y Nutricion 5 Entorno de Aprendizaje e Implementacion del Curriculo 3 Colaboracion de la Familia y la Comunidad 6 Evaluacion de los Niños y los Programas

Other Cariño EC TTAP Learning Opportunities

45 HOUR EARLY CHILDHOOD ENTRY LEVEL COURSE Call for July - September 45 HOUR Schedule. $40 Money order or company check required to register (No Cash). Must register with Cariño 277-1371.

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 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.

UNM Continuing Education Early Childhood Services Center ONLINE EC COURSES—NEW!!! The UNM ECSC is now offering online trainings for the 45 Hour Course and the Orientation to 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; 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.

Page 11 Cariño Early Childhood News

Page 12 Cariño Early Childhood News

Getting Ready to Read: Using Storytelling, Rhymes, and More! By: Colorín Colorado (2009) You and your young child can choose from a variety of engaging activities that incorporate all of your senses while learning to read at home. From singing and rhyming to storytelling and acting, these activities will help your child to develop a wide array of reading readiness skills.

Storytelling at every age From birth through grade school, your child will benefit from conversing, reading, and telling stories with you. You can use combinations of these strategies throughout your child's early years:

Listening and responding: You can start to listen and talk to your child when she is as young as a newborn.

Acknowledge and respond to the sounds that your baby makes in an expressive way by varying the tone of your voice as you talk to her. Help keep her interested and focused by making funny faces, singing nursery rhymes, and playing simple games like peek-a-boo.

Reading together: When your baby gets a little older, you can start reading books to her every day, identifying

familiar pictures as you go. Your baby will start to see reading as a special bonding time with you.

Asking and answering questions: Toddlers love to use their developing language skills to ask questions.

Encourage your toddler's new skills by engaging her in conversations, listening to her questions, and answering them patiently. Ask her specific questions to help her elaborate on stories that she tells you.

Sharing family stories: You can also tell your child meaningful stories about yourself or other loved ones, using

photos to illustrate your words. Listening to these personal stories will help your child both recognize sounds and develop an appreciation for her unique family history.

Alistándose a leer: ¡El uso del relato de cuentos, de las rimas y demás! Por: Colorín Colorado (2009)

Al aprender a leer en el hogar, usted y su niño pequeño pueden elegir una de las tantas actividades entretenidas que incorporan todos los sentidos. Desde cantar y hacer rimas, hasta contar cuentos y actuar, todas estas actividades ayudarán a que su niño desarrolle una amplia gama de destrezas preparatorias para la lectura.

Contar cuentos en cada edad Desde su nacimiento hasta la primaria, su niño se beneficiará de toda conversación, lectura y relato de historias que realicen juntos. Usted puede utilizar algunas combinaciones de las siguientes estrategias durante los primeros años de su niño:

Escuchar y responder: Usted puede comenzar a escuchar y a hablar con su niña desde que es una recién nacida.

Reconozca y responda a los sonidos que su bebita hace de manera expresiva, variando el tono de su voz cuando hable con ella. Manténgala interesada y atenta haciendo caras chistosas, cantando canciones infantiles con rimas y realizando juegos sencillos como el de "¿Dónde está el bebé?" (el juego de "peek-a-boo" en inglés).

Leer conjuntos: Cuando su bebé crezca un poco más, usted puede comenzar a leerle libros a diario, identificando

las ilustraciones familiares en el camino. Su bebé comenzará a ver la lectura como un tiempo especial para estrechar el vínculo con usted.

Preguntar y contestar: A los niños les fascina utilizar sus habilidades del lenguaje en vías de desarrollo para

hacer preguntas. Fomente las nuevas habilidades de su pequeña menor de dos años involucrándola en las conversaciones, escuchando sus preguntas y contestándole con paciencia. Hágale preguntas específicas para ayudarla a elaborar un poco más las historias que ella le cuenta.

Compartir historias de la familia: También puede contarle a su niño historias significativas, tanto de usted como de

otro ser querido, usando fotografías para ilustrar sus palabras. El que el niño escuche estas historias personales le ayudará a reconocer los sonidos y a fomentar que valore sus antecedentes familiares únicos.

Page 13 Cariño Early Childhood News

UNM Cariño Early Childhood Toy Lending & Resource Library Opens at CNM South Valley Campus

Our Growing Library Helps Children Do The Same!

The Toy Lending and Resource Library is a joint venture between The University of New Mexico’s Cariño Early Childhood TTAP and CNM’s Early Childhood Multicultural Education program. The library offers thousands of educational toys, games, materials, videos, books and other resources for check out at no cost, primarily for early childhood

educators and families who have young children.

“Providers can borrow educational toys for children, zero to 12, at no cost” said Joel Casas, Program Manager for the Cariño’s South Valley location. “The library is also available for clients and families who don’t have the funds to access high-quality early childhood educational materials, making it easier to foster developmental needs as children

grow”.

Times will be scheduled to demonstrate how the toys available can be used educationally. In addition, planned story times, art activities and identified play space will be available for children while providers and parents browse through the library without interruption.

The library toys encompass all areas, ages and stages of development. Additionally, the library features a well-rounded resource section, which offers teachers, providers and caregivers supportive literature and activity ideas to further child development, and most importantly, make learning fun!

A $400,000 grant was awarded to the UNM Cariño Early Childhood TTAP from the W.K. Kellogg Foundation in partnership with the Children Youth and Families Department to fund the library and expand early

childhood education services.

Location:

CNM South Valley Campus: Room SV-51

Hours of Operation: Tuesday and Thursday 12 p.m. - 7 p.m.

Friday 9 a.m. - 4:30 p.m. First Saturday of each month from 9 a.m. - 1 p.m.

¡Nuestra Creciente Biblioteca Ayuda a Los Niños a Que Hagan Lo Mismo! La Biblioteca de Préstamo de Juguetes y Recursos es una empresa conjunta entre la Universidad de Nuevo México, Cariño EC TTAP y el programa de la Primera Infancia y Educación Multicultural del CNM. La biblioteca ofrece miles de juguetes educativos, juegos, materiales, videos, libros y otros recursos que pueden sacar, sin costo, principalmente para los educadores y las familias que tienen niños pequeños de la primera infancia. "Los proveedores pueden pedir prestados los juguetes educativos para los niños, de 0 a 12 años de edad, sin costo alguno", dijo Joel Casas, Gerente del Programa de Cariño ubicado en el South Valley. "La biblioteca también está disponible para los clientes y las familias que no tienen los fondos para acceder materiales educativos para la primera infancia de alta calidad, por lo que es más fácil de fomentar las necesidades de desarrollo a medida que crecen los niños". Los tiempos serán programados cuando nuestros educadores demues-tren cómo los juguetes disponibles se pueden utilizar educativamente. Además, lectura de cuentos, actividades planificadas de arte y espacio de juego identificadas estarán disponibles para los niños mientras que los proveedores y los padres puedan navegan a través de la biblioteca sin interrupción. Los juguetes de la biblioteca abarcan todas las áreas, edades y etapas de desarrollo. Además, la biblioteca cuenta con una excelente sección de recursos, que ofrece a los maestros, proveedores y cuidadores literatura de apoyo e ideas para seguir adelante con el desarrollo del niño, y lo más importante, que el aprendizaje sea divertido! Un subsidio de $ 400,000 fue otorgado a UNM por parte de la Funda-ción W.K. Kellogg en colaboración con el Departamento de Niños, Jóvenes y Familias para financiar la biblioteca y ampliar los servicios de educación de la primera infancia.

Ubicación: CNM South Valley Campus, Sala SV-51

Horario de Operación: Martes y Jueves 12 p.m. - 7 p.m.

Viernes 9 a.m.- 4:30 p.m. Primer Sábado de cada mes 9 a.m.- 1 p.m.

Cariño Early Childhood News Page 14

Early Years Are Learning Years

Toys: Tools For Learning

“Through toys, children learn about their world, themselves, and others. Choosing toys that appeal to your children and foster their learning will help you make their early years count. Toys can teach children to: 1. Figure out how things work 2. Pick up new ideas 3. Build muscle control and strength 4. Use their imagination 5. Solve problems 6. Learn to cooperate with others Remember that good toys are not necessarily expensive, and children do not need very many. The more a child can do with a toy, the more likely it is to be educational. Here are some tips to help you choose toys wisely for your child: Hands-on toys build eye-hand coordination; encourage ideas about how things work, and foster cooperation and problem-solving. Books and recordings help children appreciate words, literature, and music. Art materials foster creativity and build skills that lead to reading, writing, and seeing beauty in life. Few toys are as durable as hardwood unit blocks, and they teach children about geometry and gravity, shapes and balance. Construction items contribute to muscle strength and help children learn about science and number ideas. Musical instruments and experimental materials such as sand, water, and clay offer children control while appealing to their senses. Active play equipment builds strong muscles and confidence to meet physical challenges. Pretend play objects such as dolls, stuffed animals and

dramatic figures give children a chance to try new behaviors and use their imaginations. If your child attends child care or preschool, look at the types of toys available. Is there a variety of safe and interesting toys? For toddlers and young preschoolers, there should be multiple copies of toys—a great way to avoid conflicts. Toy selection tip Good toys are: • Appealing and interesting to the child • Proper for the child’s physical capacities • Appropriate for the child’s mental and social development • Suitable for use in groups of children • Well-constructed, durable, and safe for the ages in the group Get involved in your child's play Match toys to fit your child’s thinking, language, physical skills, feelings, and friendships. Each child grows and develops at a different pace, so watching your child’s play and playing together will enable you to choose appropriate toys and worthwhile activities for your child. Parents who take part in pretend play with their one- to three-year-old children help them to develop more varied and complex play patterns. These children, in turn, engage in more pretend play with other children tend to be more advanced intellectually are better able to understand others’ feelings, and considered more socially competent by their teachers.

National Association for the Education of Young Children. (1996). Toys: Tools For Learning. Early Years Are Learning Years.

Washington, DC: NAEYC

UNM Cariño Staff Profile

New Mexico native, Noelle Jackson, graduated from The University of New Mexico in 2006, with a bachelor’s degree in Community Health Education. Noelle’s efforts have had a central focus on the growth, development and well-being of children and families in the rural communities

of New Mexico. Through various theory-based initiatives, Noelle has assisted in building individual and community capacity by increasing parent and provider knowledge and self-sufficiency through a range of activities such as outreach, community education, informal counseling,

social support and advocacy.

While completing her Masters in Healthcare Managements with a Specialization in Project Management from Colorado State University, Noelle moved to California in 2013 to explore her career options. It was not long before Noelle quickly realized her heart belonged to the families

and communities of New Mexico. We are pleased to have Noelle join our team as a Training and Development Consultant.

Noelle Jackson, nativa de Nuevo México, se graduó de la Universidad de Nuevo México en el 2006, con una

licenciatura en Educación para la Salud de la Comunidad. Los esfuerzos de Noelle han tenido un enfoqué central en el crecimiento, el desarrollo y el bienestar de los niños y familias de las comunidades rurales de Nuevo México. A través de varias iniciativas basadas en la teoría, Noelle ha ayudado en la construcción de la capacidad individual y comunitaria mediante el aumento de los padres y el proveedor de conocimiento y la autosuficiencia a través de

una serie de actividades tales como la divulgación, educación comunitaria, asesoramiento informal, el apoyo social y la promoción.

Mientras completaba su maestría en Gestión de Salud con una Especialización en Gestión de Proyectos de la

Universidad Estatal de Colorado, Noelle se mudó a California en 2013 para explorar sus opciones de carrera. No pasó mucho tiempo antes de que Noelle rápidamente se diera cuenta que su corazón pertenecía a las familias y comunidades de Nuevo México. Estamos contentos de tener a Noelle en nuestro equipo como Consultante de

Formación y Desarrollo.

Cariño Early Childhood News Page 15

Primeros Años Son Años Aprendiendo

Juguetes: Herramientas para el Aprendizaje “A través de los juguetes, los niños aprenden acerca de su mundo, de sí mismos, y otros. La elección de juguetes que atraen a los niños y fomenten su aprendizaje le ayudará a tomar ventaja de los primeros años. Los juguetes pueden enseñar a los niños a: 1. Averiguar cómo funcionan las cosas 2. Nuevas ideas 3. Control muscular y construir fuerza 4. Use su imaginación 5. Resolver problemas 6. Aprender a cooperar con los demás Recuerde que los buenos juguetes no son necesariamente caros, y los niños no necesitan muchos. Cuanto más un niño puede hacer con un juguete, lo más probable es que sea educativo. Estos son algunos consejos para ayudarle a elegir los juguetes sabiamente para su hijo: Los juguetes de mano ayudan a desarrollar la coordinación de ojo-mano; fomentan ideas acerca de cómo funcionan las cosas, la cooperación y la resolución de problemas. Los libros y grabaciones ayudan a los niños a apreciar las palabras, la literatura y la música. Los materiales de arte fomentan la creatividad y el desarrollo de habilidades que conducen a la lectura, la escritura, y a ver la belleza de la vida. Pocos juguetes son tan duraderos como bloques de unidades de madera, y enseñan a los niños acerca de la geometría, la gravedad, las formas y el equilibrio. Los elementos de construcción contribuyen a la fuerza muscular y ayudan a los niños a aprender acerca de las ideas de la ciencia y los números. Los instrumentos musicales y materiales experimentales, tales como arena, agua y arcilla ofrecen a los niños control mientras experimentan usando sus sentidos. Los equipos de juego activo construyen músculos fuertes y la confianza para enfrentar los desafíos físicos. La simulación basada en juguetes tales como las

muñecas, peluches y figuras dramáticas dan a los niños la oportunidad de probar nuevas conductas y uso de la imaginación. Si su hijo asiste a la guardería o preescolar, observe los tipos de juguetes disponibles. ¿Existe una variedad de juguetes seguros e interesantes? Es importante tener varias copias de los juguetes mas populares para los niños pequeños y preescolares, ya que es una gran manera de evitar conflictos.

Selección de juguetes

Los buenos juguetes son: • Atractivo e interesante para el niño; • Adecuados para el niño y sus capacidades físicas; • Apropiados para el desarrollo mental y social del niño; • Aptos para su uso en grupos de niños; y • De buena construcción, duraderos, y seguro para las edades de los niños en el grupo.

Participe en el juego de su hijo

Coinciden los juguetes para adaptarse al pensamiento, el lenguaje de su hijo, habilidades físicas, sentimientos y amistades. Cada niño crece y se desarrolla a un ritmo diferente, así que viendo el juego de su hijo y jugar juntos le permitirá elegir los juguetes adecuados y actividades que valen la pena para su hijo. Los padres que participan en juegos de simulación con su niño de uno a tres años de edad, los niños les ayudan a desarrollar más variados y complejos patrones de juego. Estos niños, a la vez, participan en más juego de pretender con otros niños y tienden a ser más avanzada intelectualmente, más capaces de comprender los sentimientos de los demás, y considerados más competentes socialmente por sus maestros.”

National Association for the Education of Young Children. (1996). Juguetes: Herramientas para el aprendizaje. Primeros Años Son Años

Aprendiendo. Washington, DC: NAEYC

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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

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.

UNM Cariño Early Childhood News is published on a quarterly basis. Inside this issue you will find the Cariño Training Calendars for

July, August & September 2015