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

Inside this issue:

Creatures in Your Gardening Curriculum Page 2 Creatures in Your Gardening Curriculum - Books for Teaches & Children Page 3 Early Childhood Course Descriptions - FOCUS Page 4 UNM Cariño EC TTAP Training Calendar Pages 5-7 Other Training Opportunities (45 Hour & 6 Hour Courses), Training Policies Pages 8 What Can We Do About Early Childhood Trauma - Part 2 Page 9 Learning Through Nature, 2014 Healthy Kids Childcare Challenge 0 La jardinería con niños Page 11

In my soul, I am still that small child who did not care about anything but the beautiful colors of the rainbow.

Papiha Ghosh

Vo

lum

e 4

, Is

su

e 1

9

4th

Qu

art

er

20

13-2

014

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 Specialists Sheryl Faulconer 277-1260 Linda Littlewolf 277-6031 Training & Development Consultants Janet Gagliano 277-1039 Luisa Chavez-Scott 277-1000 Amanda Williams 277-1348 Claudia Alderete 277-1590 Vacant 277-1469 Training Coordinator Dawn Gibson 277-0593 Enrollment Services Rep Marlene Lopez-Rodriguez 277-1592 General Information & Training Registration 277-1371

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

3-STAR and 4-STAR Programs: Time is running out!

AIM HIGH is being phased out and FOCUS is being phased in. You have until December 31, 2017 to transition to FOCUS.

Apply today to participate in FOCUS. The sooner you apply to FOCUS the more time your program will have to work

on the new criteria and successfully demonstrate that you are meeting your program’s current STAR level.

5-STAR Accredited Programs: Time is running out!

Your accrediting agency may no longer be recognized for 5-STAR on December 31, 2017. You may:

Transition to a state-recognized early childhood accreditation

(NAEYC, COA, or ACSI) or

Apply to participate in the state’s new FOCUS TQRIS (this will allow your program time to meet the new 5-STAR criteria by December 31, 2017).

For more information about FOCUS and to download the application please visit www.NewMexicoKids.org

or call (505) 827-7623


After the children planted their spring seeds, Nina said sadly, “Now we have to wait.” To keep the children interested in

gardening, we explored related topics while we waited. The children had had little exposure to nature, and some already had negative attitudes about tiny critters. I hoped an exploration of small animals that live in the garden might spark their scientific

interests in, and appreciation of, these natural wonders.

When doing spring planting activities, what do you do while waiting for the plants to grow? This waiting time is a golden opportunity to explore another side of gardening—the creatures that make it all possible. Insects are an integral part of our everyday world, having existed for over 300 million years; they are the most common animal on our planet, and there are more types of them than every other animal combined (Davis & Keller 2009). Insects and other critters are crucial to garden-ing—aerating the soil, depositing nutrients, eating other animals that harm plants— but because of their often creepy reputation, they tend to be overlooked in the classroom in favor of gardening activities that focus on shiny green leaves and pretty flowers. Yet plants and small garden animals go together, both in nature and in the classroom. The National Research Council (NRC) states: “Students should be engaged in observing and caring for a wide range of organisms that can be housed in the classroom, with an emphasis on local plants and animals. Acquiring firsthand experience through observing and/or handling small creatures helps children develop a healthy and curious attitude toward them, rather than one of fear or disgust. Because insects often go through distinct stages, bringing them and other small creatures into the classroom provides an excellent opportunity for observing the stages of development in their life cycle. There is nothing more amazing than watching a caterpillar spinning a cocoon and emerging later as a butterfly! Such experiences allow children to take on the role of biologist at their level of cognitive development. Connecting garden creatures to early childhood science education A gardening curriculum that includes small animals as a focus encourages scientific attitudes, process skills, and content knowledge as a natural part of investigation. Scientific attitudes

Caring for insects and small garden animals in the classroom allows children to experience the wonder and curiosity of these important creatures. Louv(2008) discusses how most young children have a “bug period,” and that hands on experience is crucial at this time if they are to develop naturalistic mindsets. A naturalistic mindset is having an active interest in, and a strong desire to learn about, nature and the

natural world—in particular, about the scientific fields of botany (the study of plant life) and zoology (the study of animal life). An insects-and-small-garden-animals curriculum helps children develop an understanding, appreciation of, and enthusiasm for the small creatures that are so abundant in the garden, as well as build a sense of responsibility and respect for all living things.

Scientific process skills Exposure to insects and small garden animals promotes focused observation and data collection. In addition, children can practice using the tools needed to gather and convey new discoveries. They can use the language of measurement; compare, contrast, and classify; and engage in the charting and graphing of eating and growth patterns as they interact with and care for their critters. Scientific content knowledge Through hands-on exploration and observation, children can interpret what distinguishes living from nonliving things. Through caring for class-room critters and roleplaying, they can gain knowledge of what different living things need to survive and learn about animal characteristics and behavior. Exploring insects and small garden creatures in the classroom addresses National Science Education Standards (NRC 1996) by allow-ing children to develop a concrete understanding of the characteristics of common organisms, gain knowledge about life cycles, and acquire insight into how animals and the environment work as a system. Go local When choosing garden animals to study in your classroom, go with what is common for your area. This way, the observations that start in the classroom can carry over to what the children see on the playground and in the neighborhood. Talk with local gardeners or conduct an Internet search of New Mexico local invertebrates” to find small animals that are native to your area. Community gardeners tend to be enthusiastic and are usually willing to invite classes to their gardens to share their experiences with local plants and animals. In addition, seek out botanical gardens in your area. They often have educational outreach programs to provide teachers with resources and information on all aspects of gardens for your region, including the small creatures that inhabit them. Crickets, ladybugs, snails, worms, and caterpillars allow for scientific exploration, are relatively easy to care for, and are available cheaply at pet stores or in the backyard. Take care It is important that you and the children provide what will be needed for the small animals to survive and thrive— food, water, and any environ-mental specifics. And it is important to account for what happens to the small animals at the end of the school year. Vivariums are indoor enclosures that simulate the natural environments of small animals. Many garden animals can live in vivariums made from common household materials. Snails will thrive in a clear plastic bucket or glass jar, as long as the container has air holes on the lid and is filled with damp soil and some decaying debris, such as twigs, dead leaves, and fruit rinds. Similarly, crickets will do well in a clear, aerated bucket or jar filled with sand, twigs, pebbles, and grass. Crickets also love to hide, so challenge your children to create hiding places. Crickets like fruits with pulp— and they love fish food! Do a search of “[your animal of interest] habitat” at www.ehow.com or see the resources at the end of the article for more ideas on creating safe homes for common garden critters. Continued page 3

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


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

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

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

Snail Trails and Tadpole Tails: Nature Education for Young Children, by Richard Cohen and Betty Phillips Tunick (1993). Shares the stories of two teachers who created mini-habitats in their preschool classrooms and the resulting discovery and learning about small animals by grown-ups and children alike, along with detailed how-to information and resources for doing it in your own classroom.

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

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

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

Insect (DK Eyewitness Books), by Laurence Mound (2007). Written for a slightly older audience (8 years and up). However, large-size photographs and diagrams of insects will encourage children to look and wonder, making this a book younger children and adults will enjoy reading together.

Insects in Action: (Level 1) (American Museum of Natural History Easy Readers), by Thea Fledman and the American Museum of Natural History (2012). A preschool-level book about the big things that small creatures can do!

Continued from Page 2 - Creatures in Your Gardening Curriculum Adapted from Teaching Young Children Vol 5 No 5, by Alyse C. Hachey and Deanna Butler

Don’t BUG me The term bug is often used to name any unidentified garden insect; however, it is correctly used for only one class of insect: Heteroptera (also called true bugs). True bugs include bedbugs, stinkbugs, water striders, and several others. For more information on Heteroptera, visit www.myrmecos.net/insects/heteroptera.html. Lightning bugs and ladybugs are insects but not bugs. They are actually different types of beetles. Spiders are not insects at all; they are arach-nids, so teachers should definitely not refer to them as bugs or insects. Being scientifically correct is important, but using the name bugs is extremely common, and it is important not to be hypercritical of children or parents who use the term. In fact, many books incorrectly use bugs and insects inter-changeably (even some of those listed at the end of this article!). In the classroom, rather than incorrectly referring to unidentified animals the children encounter, use the terms small animals, small creatures, or mini-beasts when discussing them. To expand vocabulary, try to use the specific name of the insect or small animal you are observing whenever possible. And be sure to avoid wording that has negative connotations, such as creepy crawlies. Consider using the distinction between bugs and insects as an opportunity to start an exploration with children. Bugs Are Insects, by Anne F. Rockwell, is a terrific nonfiction science picture book. It introduces basic concepts for differentiating insects, bugs, spiders, and other kinds of small creatures. The artwork is collage, making the book colorful and interesting.

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


The New Mexico Training & Technical Assistance Programs (TTAPs) will be supporting the New Mexico FOCUS quality improvement initiative by offering trainings in our community that are OPEN TO EVERYONE!

Below you will find detailed descriptions for each FOCUS training. These trainings will be offered all throughout the calendar year and they will specifically be designated as “FOCUS” related.

PLEASE NOTE: The FOCUS trainings must be taken in the following order

POWERFUL INTERACTIONS

Powerful Interactions (4 Hour Series) Powerful Interactions, the book written by A. Dombro, J. Jablon, & C. Stetson, provides the foundation for this 4-hour training about practical and influential ways to interact with young children. Join us as we explore a number of practical insights and strategies that can help to increase our effectiveness as educators of young children.

NEW MEXICO EARLY LEARNING GUIDELINES

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

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

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

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

EARLY CHILDHOOD ENVIRONMENT RATING SCALES - REVISED (ECERS-R)

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

Part 1 - Key elements of program structure Part 2 - Powerful interactions with children, your curriculum Part 3 - Self-Assessment and Continuous Program Improvement Plan

Please note: Cariño will also be offering the Infant Toddler Environment Rating Scale (ITERS), the Family Child Care Home Environment Rating Scale (FCCERS), and the School-Age Child-hood Environment Rating Scale (SACERS) training series throughout the year. See ECERS-R description above.

AUTHENTIC OBSERVATION DOCUMENTATION CURRICULUM PLANNING PROCESS (AODCP)

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

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

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 for Children & Programs


UNM Cariño Early Childhood TTAP Training Calendar Please call 277-1371 (277-1590 en Español) to sign up. Each individual participant must pre-register him/herself.

Please see legend below for corresponding competency areas.

Please arrive early/on time. Only a short 5 minute grace period is allowed, after which latecomers are not admitted. No children at UNM Cariño trainings, please.

Trainings with (5) Pre-Registered Participants or less may be cancelled.

Arrangements for needed accommodations may be made 1 week prior to class

Inclement Weather/Training Cancellation Line 277-1371 Evenings & Saturdays

APRIL 2014 - SIGN-UPS BEGIN MARCH 17th (You MUST attend all parts in a training series to receive a certificate)

BERNALILLO COUNTY: 4/2 10:00am-Noon Professionalism - Professional Profile Part 1 4/9 10:00am-Noon Professionalism - Conflict Resolution Part 2 277-1371 4/16 10:00am-Noon Professionalism - Family & Community Part 3 (6 Hour Certificate - Competencies 2-2hrs, 3-2hrs, 7-2hrs)

4/2 6:30-8:30pm FOCUS - Powerful Interactions Part 1 4/9 6:30-8:30pm FOCUS - Powerful Interactions Part 2 277-1371 (4 Hour Certificate - Competencies 1-1hr, 5-3hrs)

4/7 6:30-8:30pm Scaffolding - Understanding Scaffolding in Early Childhood Part 1 4/14 6:30-8:30pm Scaffolding - The Art of Being Creative Activities Part 2 277-1371 4/21 6:30-8:30pm Scaffolding - Assessment Tools for Scaffolding Part 3 (6 Hour Certificate - Competencies 1-2hr, 4-2hrs, 5-1hr, 6-1hr)

4/7 6:30-8:30pm FOCUS - Early Learning Guidelines Introduction Part 1 4/14 6:30-8:30pm FOCUS - Early Learning Guidelines Introduction Part 2 4/21 6:30-8:30pm FOCUS - Early Learning Guidelines Introduction Part 3 277-1371 4/28 6:30-8:30pm FOCUS - Early Learning Guidelines Introduction Part 4 (8 Hour Certificate - Competencies 1-2hrs, 3-.5hr, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hr)

4/10 6:30-8:30pm FOCUS - Early Childhood Environment Rating Scales - ECERS-R Part 1 4/17 6:30-8:30pm FOCUS - Early Childhood Environment Rating Scales - ECERS-R Part 2 277-1371 4/24 6:30-8:30pm FOCUS - Early Childhood Environment Rating Scales - ECERS-R Part 3 (6 Hour Certificate - Competencies 4-1hr, 5-2hrs, 6-2hrs, 7-1hr)

4/12 9:00-11:00am The Joy of Learning - Child As Partner Part 1 (Collaboration w/UNM Family Development Program) 4/12 11:30-1:30pm The Joy of Learning - Child As Partner Part 2 277-1371 (4 Hour Certificate - Competencies 1-2hrs, 4-1hr, 5-1hr)

4/16 6:30-8:30pm Andamiaje - Comprendiendo Andamiaje en la Edad Temprana Part 1 4/23 6:30-8:30pm Andamiaje - Actividades de Andamiaje Part 2 277-1371 4/30 6:30-8:30pm Andamiaje - Herramientes de Evaluación para el Andamiaje Part 3 (6 Hour Certificate - Competencies 1-2hr, 4-2hrs, 5-1hr, 6-1hr)

4/22 6:30-8:30pm FOCUS - Powerful Interactions Part 1 4/29 6:30-8:30pm FOCUS - Powerful Interactions Part 2 277-1371 (4 Hour Certificate - Competencies 1-1hr, 5-3hrs)

VALENCIA COUNTY: 4/26 9:00-11:00am Learning Through Play - Why is Play so Important Part 1 4/26 11:30-1:30pm Learning Through Play - Different Types of Play Part 2 277-1371 (4 Hour Certificate - Competencies 1-1hr, 4-1hr, 5-2hrs)

SANDOVAL and SOCORRO COUNTY: No Trainings Scheduled this Month

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


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

BERNALILLO COUNTY: 5/1 6:30-8:30pm Quality Care Series - Intro to the NM Quality Rating System Part 1 5/8 6:30-8:30pm Quality Care Series - Happy & Healthy Learning Environments Part 2 277-1371 5/15 6:30-8:30pm Quality Care Series - Watch, Listen & Learn—Observation/Assessment Part 3 (6 Hour Certificate—Competencies 1-1hr, 4-2hrs, 5-1hr, 6-1hr, 7-1hr)

5/3 9:00-11:00am Watch Me Play, Watch Me Learn Part 1 (Collaboration w/UNM Family Development Program) 5/3 11:30-1:30pm Watch Me Play, Watch Me Learn Part 2 277-1371 (4 Hour Certificate - Competencies 1-2hrs, 3-1hr, 4-1hr)

5/5 10:00am-Noon What is Diversity Part 1 5/12 10:00am-Noon Diversity in the Environment Part 2 277-1371 5/19 10:00am-Noon Family Involvement Part 3 (6 Hour Certificate - Competencies 4-2hrs, 3-2hrs, 5-2hrs)

5/5 6:30-8:30pm Creativity with Children - Why Creativity is Important Part 1 5/12 6:30-8:30pm Creativity with Children - Multiple Ways to Be Creative Part 2 277-1371 (4 Hour Certificate - Competencies 1-1.5hrs, 4-1.5hrs, 5-1hr)

5/6 3:00-5:00pm El Juego - Un Vehículo Fundamental para el Aprendizaje Parte 1 5/13 3:00-5:00pm El Juego - Planificando para El Juego Parte 2 277-1371 5/20 3:00-5:00pm El Juego - Día de Juego Parte 3 (6 Hour Certificate - Competencies 1-2hrs, 4-2hrs, 5-2hrs)

5/6 6:30-8:30pm FOCUS - Powerful Interactions Part 1 5/13 6:30-8:30pm FOCUS - Powerful Interactions Part 2 277-1371 5/20 6:30-8:30pm Powerful Interactions with Challenging Behaviors Part 1 (4 Hour Certificate (5/6 & 5/13) - Competencies 1-1hr, 5-3hrs)(2 Hour Certificate (5/20) - 1-1hr, 4-1hr)


5/17 9:00-11:00am El poder de la Observación - Evaluaciones de los Niños y Programas Parte 1 5/17 11:30-1:30pm Usando Observaciones Para Construir Relaciones - Colaboración de Familia y Comunidad Parte 2 277-1371 5/17 2:00-4:00pm Observa - Evalúa - Planea - Contenido Apropiado para el Desarrollo Parte 3 (6 Hour Certificate - Competencies 3-2hrs, 4-2hrs, 6-2hrs) SANDOVAL COUNTY: 5/17 9:00-11:00am FOCUS - Powerful Interactions Part 1 5/17 11:30-1:30pm FOCUS - Powerful Interactions Part 2 277-1371 (4 Hour Certificate - Competencies 1-1hr, 5-3hrs) SOCORRO COUNTY:

5/17 9:00-11:00am FOCUS - AODCP Part 1 5/17 11:30-1:30pm FOCUS - AODCP Part 2 277-1371 5/17 2:00-4:00pm FOCUS - AODCP Part 3 (6 Hour Certificate - Competencies 4-1hr, 5-2hrs, 6-2hrs, 7-1hr)

VALENCIA COUNTY: No Trainings Scheduled this Month









JUNE 2014 - SIGN-UPS BEGIN MAY 19th (You MUST attend all parts in a training series to receive a certificate)

BERNALILLO COUNTY: 6/2 6:30-8:30pm FOCUS - Powerful Interactions Part 1 6/9 6:30-8:30pm FOCUS - Powerful Interactions Part 2 277-1371 (4 Hour Certificate - Competencies 1-1hr, 5-3hrs)

6/4 10:00am-Noon Professionalism - Fish Philosophy: A Workplace with Energy, Passion, and Positive Attitude Part 1 6/11 10:00am-Noon Professionalism - Talk the Talk Part 2 277-1371 6/18 10:00am-Noon Professionalism - Walk the Walk Part 3 (6 Hour Certificate - Competencies 3-2hrs, 6-2hrs, 7-2hrs)


6/7 9:00-11:00am Infant & Toddler Social Emotional Development - Relationships Part 1 6/7 11:30-1:30pm Infant & Toddler Social Emotional Development - Routines and Environments Part 2 277-1371 6/7 2:00-4:00pm Infant & Toddler Social Emotional Development - Individualized Intervention Part 3 (6 Hour Certificate - Competencies 1-2hrs, 5-3hrs, 6-1hr)

6/10 6:30-8:30pm The Effects of Childhood Trauma - Introduction Part 1 6/17 6:30-8:30pm The Effects of Childhood Trauma - Brain Development Part 2 277-1371 6/24 6:30-8:30pm The Effects of Childhood Trauma - Individualized Intervention Part 3 (6 Hour Certificate - Competencies 2-2hrs, 5-3hrs, 6-1hr)

6/12 6:30-8:30pm FOCUS - Early Childhood Environment Rating Scales - ECERS-R Part 1 6/19 6:30-8:30pm FOCUS - Early Childhood Environment Rating Scales - ECERS-R Part 2 277-1371 6/26 6:30-8:30pm FOCUS - Early Childhood Environment Rating Scales - ECERS-R Part 3 (6 Hour Certificate - Competencies 4-1hr, 5-2hrs, 6-2hrs, 7-1hr)

6/16 6:30-8:30pm FOCUS - Powerful Interactions Part 1 6/23 6:30-8:30pm FOCUS - Powerful Interactions Part 2 277-1371 (4 Hour Certificate - Competencies 1-1hr, 5-3hrs) 6/21 9:00-11:00am Learning Through Play - Why is Play Important Part 1 6/21 11:30-1:30pm Learning Through Play - Different Types of Play Part 2 277-1371 6/21 2:00-4:00pm Learning Through Play - What Children Learn During Play Part 3 (6 Hour Certificate - Competencies 1-1hr, 4-3hrs, 5-2hrs)

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








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 for Children & Programs

Other Cariño EC TTAP Learning Opportunities

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

6 HOUR QUALITY EARLY CHILDHOOD PROGRAMS FOR ALL COURSE Directors of 3 and 4 STAR programs can contact one of the Cariño Child Care Inclusion Specialists (Sheryl Faulconer 277-1260 or Linda Littlewolf 277-6031) to register for the training.

GETTING READY FOR YOUR LICENSING VISIT - APRIL 5th 9-11am The Getting Ready for Your Licensing Visit training continues to be offered. Please contact Cariño at 277-1371 for more information or to register for the next training .

CARIÑO EC TTAP ELECTRONIC NEWSLETTER REQUESTS Would you prefer to receive the Cariño newsletter via email? If yes, please send your request to [email protected]. Indicate in the subject line “Electronic Newsletter Request” and you will be added to our email distribution list.

Other Community Learning Opportunities CNM Workforce 45 Hour Courses & Early Childhood Credit Courses: Please call Alicia West at 224-5204 for 45-Hour course info or CNM Registration at 224-3214 for courses offered.

New Mexico Child Care & Education Association: NMCCEA Professional Development Training on-line www.NMCCEA.org, 239-0660.

UNM Cariño Early Childhood TTAP Training Guidelines!

UNM Cariño EC trainings fill up fast! Be sure to read, understand & follow these guidelines:

1. Please sign up (277-1371) before the training so we will be expecting you and have a chair reserved.

2. Please leave a DETAILED voicemail message with your name, child care program name and day time phone number and your call will be returned in the order it was received. Cariño’s registration system ensures that spaces are filled on a first come first served basis.

3. You will receive registration confirmation via phone with training details, location, etc.

4. Please note that you may no longer call to pre-register for other participants. Each individual must pre-register herself/himself.

5. You may sign up for more than 1 training at a time (maximum 3 per month), but PLEASE show up if you sign up. If you “no show” without cancellation ahead of time, you may automatically lose any

future reservations you may have had.

6. Each child care center is respectfully asked to not sign up more than three participants per training, so as to allow more centers and family child care home providers to participate.

7. Certificates are issued at the end of each training and will not be issued early under any circumstances.

8. Plan to arrive on time. Only a short “grace period” of 5 minutes is allowed, after which latecomers will not be admitted.

9. No children are allowed; this is because we as early childhood professionals, believe that this is not an appropriate setting for children and we are not able to accommodate them with toys or room to play. In addition, children can be a distraction to the presenter as well as to other training participants.

10. Any disruptive or inappropriate behavior will NOT be tolerated and at the discretion of the trainer you may be asked to leave

11. Cell phone calls are not permitted during the training. Please turn your cell phone to silent or off.

12. Trainings with (5) Pre-Registered Participants or less may be cancelled.

13. Inclement Weather/Training Cancellation Line 277-1371 Evenings & Saturdays.

14. No food or drink is allowed in the Cariño EC TTAP classroom so please plan accordingly.



What can we do about early childhood trauma? (Adapted from Zero to Six Collaborative Group, National Child Traumatic Stress Network, 2010, Los Angeles, CA and Durham, NC:

National Center for Child Traumatic Stress and The Safe haven Training Project.)

Imagine what the world is like for children who are worried about their own safety or the safety of someone they love. How can those children put energy into playing and learning? Instead of trying to figure out where a puzzle piece fits or how to write letters of their names, their energies are spent on trying to figure out how to stay safe. The effects of traumatic experiences on young children are sobering, but not all children are affected in the same way, or to the same degree. Children and families possess competencies, psychological resources, and resilience that can protect them against long-term harm. Child traumatic stress happens when children experience traumatic events or situations that upset and overwhelm their ability to cope. When signs and symptoms interfere with daily life, a child is experiencing traumatic stress. Children suffering from traumatic stress symptoms generally have difficulty regu-lating their behaviors and emotions. They may be clingy and fearful of new situations, easily frightened, difficult to console, and /or aggressive and impulsive. The signs of traumatic stress are different in each child. Preschool Children may:

Feel helpless and uncertain

Fear being separated from their parent/caregiver

Cry and/or scream a lot

Eat poorly and lose weight

Return to bedwetting

Return to using baby talk

Develop new fears

Have nightmares

Recreate the trauma through play

Be unable to trust others of make friends

Not develop to the next growth stage

Have changes in behavior

Ask questions about death

What can we do to help children feel safe? When young children experience a traumatic stressor, their first response is usually to look for reassurance from the adults who care for them. The most important adults in a young child’s life are his/her parents, caregivers and rela-tives. These adults can help reestablish security and stability for children who have experienced trauma by doing the following:

1. Listen to your children. You don’t have to solve a child’s

problem. What that child needs most is to know that you care and that you have listened to him or her.

2. Give clear, simple explanations about scary events. 3. Reach out to children who feel scared. 4. Help your children learn to solve problems and play in

nonviolent ways. 5. Be a role model for your children. 6. Help children expand their ‘feelings’ vocabulary. 7. Setting and adhering to routines and schedules. 8. Setting boundaries and limits with consistency and

patience. 9. Showing love and affection.

For more information check out these resources:

National Child Traumatic Stress Network @ www.nctsn.org

Scholastic for Teachers @ www2.scholastic.com/

Head Start @ www.headstart.org

Rice, K.F,. & Groves, B.M. (2005). Hope and healing: A caregiver’s guide to helping young children affected by trauma.

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

Some suggested children’s books to share and discuss:

The Grouchy Ladybug by Eric Carle I Was So Mad by Mercer Mayer

Mean Soup by Betsy Everitt On Monday When It Rained by Cherryl Kachenmeister

When I’m Angry by Jane Aaron

Some ideas for the classroom:

Focus on teaching emotional vocabulary and helping all children be able to identify their feelings and what has made them feel that way.

Encourage children to find release for their anger and fear by using physical outlets. Some ideas are using drum rhythms, digging a hole, cutting or tearing paper, making coil pots, having a pounding festival, and exercise.

Allow children to channel angry feelings into creative activities such as making up songs, painting how they feel, puppet plays, and telling stories.

http://www.nctsn.org

http://www.headstart.org


Introducing the 2014 Healthy Kids Childcare Challenge By Monica Griego, Healthy Kids Childcare Specialist

Healthy Kids Healthy Childcare is a programmatic partnership between CYFD and the NM Department of Health's Office of Nutrition and Physical Activity. Healthy Kids Healthy Childcare (HKHC) supports childcare providers in New Mexico

to make healthy eating and physical activity a part of their daily routine.

In 2014, HKHC is implementing a statewide Challenge to providers working in licensed centers, registered homes, and licensed homes. The goal of the 2014 HKHC Challenge is to increase physical activity and

decrease/eliminate screen time in childcare settings.

HKHC will introduce the Challenge to licensed center providers through childcare newsletters, statewide conferences such as the annual NMAEYC and NACFC conferences, TTAP trainings statewide and CYFD Licensed Center Director

Trainings across the state.

Look for the HKHC workshops and training opportunities near you or email: [email protected]

to find out how to sign-up your childcare home or center in the Challenge.

Chasing fireflies on a warm night, blowing dandelion puffs across the lawn, looking for spider webs in the morning dew — these are all exciting ways for children to discover and explore nature. Share in this wonderful excitement as you encourage a child to develop respect for living things and rejoice together as he or she encounters the natural beauty of flowers, rainbows, lizards, and baby bunnies. Through this discovery process, children learn to observe, compare, classify, and predict. Science skills are enhanced as their respect for and involvement with nature deepens.

Take a Journey Through Nature Whether you live in the city or the country, there are many opportunities for you and a child to experience nature. Start by going outside and taking a special walk!

Collect treasures — Use observation skills as you look for wonderful objects. A child might get excited about gathering pebbles, leaves, or seashells. Together, make wristbands out of masking tape and “wear” some of your treasures. Take them home and have fun sorting and classifying each set into colors, shapes, and other categories.

“Sense” your surroundings — Talk about our senses and how important they are. Then together, sniff the fragrances in the air — pine needles, mowed grass, wet earth. Touch soft moss, rough bark, and smooth rocks and talk about textures. Listen to the sounds of the birds singing and rain tapping on your umbrellas.

Help preserve the beauty — Bring along a garbage bag to stash litter. Throw it away and return recyclable cans. As you share your respect for nature, a child will begin to understand it, too.

Feel the quiet — If possible, find a special spot to sit quietly and observe nature together. Talk about how the leaves, trees, and grass change; listen to nature’s sounds; and help a child experience the pleasure and importance of feeling calm inside.

On With the Investigation As you do the following activities together, encourage a child to verbalize her thoughts and observations. She will be practicing science skills and both of you will feel closer to nature.

Get to know bugs — Children love to observe insects. On warm nights, watch how moths are attracted to lights. During the day, use magnifying glasses to search for grasshoppers and ladybugs. Turn over rocks to see what’s hiding underneath.

Learn about growth — Talk about seeds and how they grow. Look for them in grasses, nut trees, milkweed, fruits, and flowers. Count seeds in tomatoes, oranges, and cucumbers. Then grow grass seed, marigolds, or beans. Help a child predict how long seeds will take to sprout.

Share the sun — Help a child discover that sunlight warms the earth. Touch different outdoor objects (rocks, branches, grass) in the sun and in the shade. Compare: which ones are warmer? Which are cool?

Learning Through Nature

mailto:[email protected]

Cariño EC TTAP Clases en Español

4/16 6:30-8:30pm Andamiaje - Comprendiendo Andamiaje en la Edad Temprana Part 1 4/23 6:30-8:30pm Andamiaje - Actividades de Andamiaje Part 2 4/30 6:30-8:30pm Andamiaje - Herramientes de Evaluación para el Andamiaje Part 3 (6 Hour Certificate - Competencies 1-2hr, 4-2hrs, 5-1hr, 6-1hr) 5/6 3:00-5:00pm El Juego - Un Vehículo Fundamental para el Aprendizaje Parte 1 5/13 3:00-5:00pm El Juego - Planificando para El Juego Parte 2 5/20 3:00-5:00pm El Juego - Día de Juego Parte 3 (6 Hour Certificate - Competencies 1-2hrs, 4-2hrs, 5-2hrs) 5/17 9:00-11:00am El poder de la Observación - Evaluaciones de los Niños y Programas Parte 1 5/17 11:30-1:30pm Usando Observaciones Para Construir Relaciones - Colaboración de Familia y Comunidad Parte 2 5/17 2:00-4:00pm Observa - Evalúa - Planea - Contenido Apropiado para el Desarrollo Parte 3 (6 Hour Certificate - Competencies 3-2hrs, 4-2hrs, 6-2hrs)

Par inscribirse en las clases en español por favor llame a Marlene 277-1371.

La jardinería con niños es una forma de familiarizarse con la naturaleza y así aprender a cuidarla desde pequeños. Las plantas son una buena “fuente de información” o un buen punto de partida para empezar a aprender. Si es posible puede

plantar un huerto donde los niños pueden experi-mentar el proceso de crecimiento hasta llegar a hacer sopa de verduras para su familia. Los niños aprenden que las plantas necesitan agua, la luz del sol, que las raíces crecen

hacia abajo en la medida en que los tallos aumentan tamaño, y que algunas plantas son comestibles y una cierta cantidad no lo son.

También puede plantar flores que atraen a los colibríes o a las mariposas o a las lombrices o a las mariquitas para mejorar su huerto. Los niños gozaran y aprenderán de todas estas activida-des. El interés en ellas se extenderá a un entusiasmo general para aprender sobre el mundo y sobre su medio ambiente.

Anime a los niños a hacer colecciones de los objetos naturales que se encuentran en caminatas o con sus familias durante el fin de semana y que luego la exhiban en su entrada. El mundo natural es una fuente interminable de actividades e información para niños pequeños. Pueden observar las flores volverse

semillas y las semillas volverse nuevas plantas. Pueden ver algunos gusanos convertir basura vegetal en abono y como ese abono vegetal convierte a un huerto en firme y sano. Pueden sentir la fuerza del viento y ver como hace que las nubes se deslicen a través del cielo. Sienten el cambio de clima de caliente a frio y de frio a caliente. Todas estas cosas pueden servir como base de aprendizaje para los niños a su cargo

Rampas para vehículos de juguetes o pelotas; coladores y cribadores para arena y agua

Semillas maduras de flores y las primeras ramas de primavera para ponerlas en agua y ver como florecen

Colecciones de objetos naturales, como conchas, rocas, bellotas y brotes y vainas de arboles

Imanes

Prismas, cristales y termómetros

Consejitos

Determine que quiere que los niños aprendan del proyecto de cultivar un jardín.

Aproveche los recursos locales para planificar un jardín

Consiga la participación de los niños, sus familias y otros

La jardinería con niños


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 for Children & Programs

Ca

riñ

o E

arl

y C

hil

dh

oo

d N

ew

s

Non-Profit Organization U.S. Postage

PAID Albuquerque, NM

Permit No. 39

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

April, May & June 2014

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.

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

Documents

Transcript of Carino Early Childhood TTAP at UNM 4th Quarter 13-14 Newsletter