Cariño Newsletter - 2nd Quarter 2014-2015

Inside this issue:

What Children Learn — Ages & Stages of Development Page 2 What Children Learn — Ages & Stages of Development Continued 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 is Behavior Regulation? Page 9 Power Breakfasts for Kids! 0 Más allá de los resultados Page 11

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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 Janet Gagliano 277-1039 Luisa Chavez-Scott 277-1000 Amanda Williams 277-1348 Claudia Alderete (Bilingual) 277-1590 Joel Casas (Bilingual) 277-1592 Jose Cano (Bilingual) 277-1262 Tatiana Roman-Rodriguez 277-0271 (Bilingual) Vacant 277-0082 Vacant Vacant

Training Coordinator Dawn Gibson 277-0593

Enrollment Services Rep Marlene Lopez-Rodriguez 277-1592 (Bilingual)

General Information & Training Registration 277-1371

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

Fall Activities and Events in our Community

South Valley Chile Fiesta & Arts Market Date & Time: September 27, 2014 10:00 am – 10:00 pm Admission: Free Location: South Valley Gateway Park 100 Isleta Blvd SW

The South Valley Chile Fiesta & Arts Market is a joint collaboration between Bernalillo

County, South Valley Main Street, the Mixing Bowl Kitchen and the South Valley

Economic Development Center. This event will support local businesses, vendors and

farmers. Enjoy over 10 craft booths, chile roasting, live music, kids’ activities, a chile

cook-off contest, salsa competition and more!

Salud y Sabor Date & Time: September 25, 2014 5:30 pm – 7:30 pm Admission: Free Location: National Hispanic Cultural Center - Education Building

Salud y Sabor is an evening of food, art, and entertainment aimed at providing families with an opportunity to connect around nutrition, cooking, healthy lifestyles, and culture. Once a month through December, community members from throughout Albuquerque will gather for cooking demonstrations using fresh locally grown ingredients, fun art activities for kids and adults, health screenings, and live entertainment. An emphases will be placed on exploring traditional Hispanic dishes, on providing basic information/free screenings from local Western and alternative health practitioners, as well as art activities and live music. Most months free samples of local produce will be available. Salud y Sabor is a partnership between the Agri-cultura Network, Street Food Institute, and the National Hispanic Cultural Center.

The Cariño EC TTAP staff wish you and your family a wonderful and safe Holiday Season!

Please note the Cariño EC TTAP offices will be Closed November 27th and 28th for the Thanksgiving Holiday and December 22nd thru January 2nd for Winter Break.


What Children Learn — Ages & Stages of Development

There is no substitute for experience—especially in early childhood. In these important years, interactions and experiences with materials, ideas, and other people are children’s best teachers. A child needs many opportunities to explore, to test out physical and social skills, to express ideas, and to listen to the ideas of others. You might say that at this age learning goes from the hand to the head, not the opposite.

For example, to understand what snow is, three-year-olds need to lift it to feel its weight, mold it to understand its qualities, run their hands over it to discover its texture, and watch it melt to understand its relationship to heat. Only after they have experienced snow with their senses will they be able to talk in detail about it, draw it, and fully appreciate stories about it. Likewise, five-year-olds who are learning about their community absorb the concept best when they visit a local restaurant to observe how it works, then “build” their own restaurant and assume specific jobs—writing menus and serving customers. It’s learning by doing. And at the same time, it’s also math, science, social studies, and language arts. Early childhood educators refer to these experiences as “developmentally appropriate” because they take into account how individual children learn and develop. Children also learn best when they engage in projects—in depth, long-term studies of interesting topics—rather than rote tasks.

The learning expectations for three to six-year-olds that follow are general guidelines. They present a continuum of development, since children progress at different rates. You’ll see some milestones are repeated across the ages. For example, three-to six-year-olds are all learning about their families and the natural world. The difference is that as children grow and develop, they’re more capable of independent, abstract, and complex thinking. Be proud of everything a child has already learned and use these guidelines to anticipate the wonderful experiences ahead.

3’s Learning experiences for a three-year-old should emphasize language, activity, and movement, especially gross-motor movement. Threes still

learn through their bodies: They need to ride wheel toys, pound clay, and balance blocks. The process of creating is more important than the finished product. They explore materials with all their senses: What does this paint or glue smell like? they wonder. They are increasingly interest-ed in playing with other children and in learning to share. For this age, small-group activities are more appropriate than large-group activities.

Language/expressive — 3’s are learning about:

speaking/listening in a group

listening/responding to storybooks

rhyming games and songs

new vocabulary words

pretend (scribble) writing

writing their own name

identifying their own name

telling stories to accompany their artwork

exploring what different art media can do

drawing simple forms of people, usually with few details

Physical — 3’s are developing:

large-motor skills; They can run, jump, climb, ride a trike.

fine-motor skills: They can hold large brushes and crayons, string large beads.

Intellectual — 3’s are learning about:

color names and shapes

sorting things that are alike and different

counting from 1 to 10

repeating and creating simple patterns

problem-solving skills

spatial relationships—above, below..

basic concepts related to seasonal changes, weather, animals, and plants

Social/emotional — 3’s are learning about:

separating from home and making the transition into another setting

themselves and identifying their body parts, feelings, and needs

families—theirs and others’

classroom as a community

friends and cooperation

self-help skills—dressing, washing hands

self-control—still may forget the rules

following one-step directions and classroom routines such as cleanup

interacting with familiar adults

4’s The energy and imagination of four-year-olds fuel their desire to learn and explore. Their language explodes with new vocabulary and endless why questions. Fours crave a variety of hands-on experiences. They may begin to plan ahead—what to draw or act out in dramatic play —and play more cooperatively with larger groups of children. They are better at following rules and exercising self-control, but can still be very impulsive. Fours are fascinated with the world around them—they’re curious about likenesses and differences in people, places, and things. Their fantasy life is rich—they’ll pretend to be scary monsters and role-play the actions of powerful superheroes (not quite sure if they’re real or unreal!). In-creasingly, four-year-olds take less direction from adults and want to take more initiative.

Social/emotional — 4’s are learning about:

cooperating, taking turns, collaborating, helping others

similarities and differences related to gender, race, and other physical characteristics

family roles and responsibilities

managing fears and impulses

self-awareness and “Who am I?”

being purposeful/goal-directed in activities

interacting with familiar adults

making choices


What Children Learn — Ages & Stages of Development

Intellectual — 4’s are learning about:

sorting and classifying

sequencing events—before and after

counting from 1 to 20

comparisons—more/less, larger/smaller

cause and effect, when observable

following or copying a sequential pattern

counting objects and numerical matching

seeking answers through active investigation—sinking/floating, mixing colors

playing games that require concentrating and taking turns—lotto, matching

basic concepts related to their neighborhood and familiar events

Physical — 4’s are developing:

large-motor skills: They can pump a swing, climb a rope ladder, skip, hop, use wheel toys in dramatic play.

fine-motor skills: They are able to hold small brushes, string small beads, button.

Language/expressive — 4’s are learning about:

silly language and wordplays

different books—storybooks, poetry

dictating stories and messages

dramatizing stories with puppets

noticing details in stories and adding details to their own work

being active in group discussions

writing their own name

pretend (scribble) writing

identifying and writing some of the alphabet

retelling information from a story

predicting what will happen in a story

recognizing and singing songs

using language for a variety of purposes

5’s & 6’s Five- and six-year-olds in kindergarten are eager to use their developing skills to pursue social relationships and master new areas. Once they have explored a material, they want to put it to use. They’ll see how many blocks they can balance or use twigs to add claws to a clay dinosaur. They are now capable of cooperating with larger groups in simple games and projects. They plan complex dramatic play with roles and rules. They have rich imaginations, but their creativity is more focused and controlled than when they were younger. They are learning more about print, not from worksheets and rote drill, but from being in a print-rich environment. Some six-year-olds in kindergarten may read, but most don’t. However, they are delighted with writing words, messages, or stories as a way of communicating. Because fives and sixes are putting their skills to the test in so many ways, it is important to praise their efforts and accept their mistakes.

Language/expressive — 5’s & 6’s are learning:

about all kinds of books

selecting favorite books by subject or author

associating letters (consonants) with sounds

showing independent interest in reading

retelling a story verbally and through dramatization and drawings

predicting through pictures and story content

print—sequencing, spacing of words

spelling familiar words, including own name, and spelling other words as they sound

recognizing all letters in the alphabet

participating in a whole class discussion

drawing a detailed picture that is clearly representational

Social/emotional — 5’ & 6’s are learning about:

individuality—”What’s special about me?” (and other children in the class)

recognizing and discussing emotions

expressing empathy

cooperating and compromising

making choices

resolving their own problems and conflicts

taking responsibility for the classroom and the environment (recycling)

exercising self-control and being proud of knowing how to “behave”

Intellectual — 5’s & 6’s are learning about:

sorting and classifying—colors, size...

graphing

counting 1 to 30 or higher

comparisons—greater than/less than

writing numbers

estimating and measuring

simple time concepts (hour)

complex patterns

calendar concepts

social systems—their classroom, school, neighborhood stores

how maps represent spatial relationships

groups of animals-reptiles, farm animals…

how things like a flashlight work

using reasoning and problem-solving skills

proposing logical explanations for scientific phenomena

making a useful product like a birdhouse or a doll blanket

Physical – 5’s & 6’s are developing:

large-motor skills: They are beginning to play games with simple rules and scoring. Their improved eye-hand coordination allows for improved kicking, catching, and throwing small balls.

fine-motor skills: They now use adult-style grasp, can cut on a line, and manipulate small brushes, colored pencils, tweezers (for science), and other small tools easily.

Adapted from Scholastic Parent & Child


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

Below you will find descriptions for each FOCUS training. These trainings are offered throughout the calendar year and are specifically designated as “FOCUS” related. See pages 5-7 for specific dates, times and registration information.

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

POWERFUL INTERACTIONS

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

ORIENTATION TO INTENTIONAL TEACHING PART 1 (2 Hours ELG + 6 Hours Observation, Documentation & Curriculum Planning)

This 8-hour series-based training provides foundational information in the following areas: New Mexico’s Early Learning Guidelines, Observation of Young Children, Documentation of Young Children, and Curriculum Planning for Young Children. In the new FOCUS criteria this series-based training is required.

Orientation to New Mexico’s Early Learning Guidelines (2 Hour Series) In this 2-hour session you will receive beginning information about NM’s Early Learning Guidelines. This session includes what early learning guidelines are, what age groups and domains they address, who can use the NM Early Learning Guidelines, and how they can be used. Specific FOCUS-related requirements at the 2+ Star level are also shared.

Orientation to Observation of Young Children (6 Hour Series) In this 2-hour session you will explore the basics of observation as it relates to the N.M. Early Learning Guidelines (ELG), NM Authentic Observation Documentation Curriculum Planning Process, and the new FOCUS criteria at the 2+ star level. Orientation to Documentation of Young Children In this 2-hour session you will learn/review the foundations of documenting young children’s behaviors as it relates to NM’s Early Learning Guidelines (ELG), and Observation. Specific FOCUS-related requirements at the 2+ Star level are also shared. Orientation to Curriculum Planning for Young Children In this 2-hour session you’ll explore how observation, documentation, and the N.M. Early Learning Guidelines (ELG) can guide your curriculum planning through practical applications. Aspects of the new FOCUS 2+ criteria will be included.

INTRODUCTION TO INTENTIONAL TEACHING PART 2 (4 Hours ELG + 4 Hours AODCP)

This is an 8-hour series-based training provided in 2 parts. Specific FOCUS-related requirements at the 3-Star level may be included.

Introduction to New Mexico’s Early Learning Guidelines (ELGs) (4 Hour Series) In this 4-hour session you will learn about the background & overview of NM’s Early Learning Guidelines. You will receive a copy of the document and will spend time getting familiar with the general content, individual sections, and the specific parts of each section. Training includes: its purpose, recommended uses and the Guiding Principles.

Introduction to New Mexico’s Authentic Observation Documentation Curriculum Planning Process (AODCP) (4 Hour Series) In this 4-hour session you will explore using NM’s ELG’s as part of the AODCP process. Hands-on opportunities will include strategies for observing, observational assessment, documenting, using portfolios to organize and share your data, reflective processes, including NM’s families, your professional commitment related to a deeper understanding behind these issues (“getting to the why”) and how they influence your curriculum planning.

As a result of revisions in NM’s Rating System for its Early Childhood Programs, there have been several revisions and updates in the trainings and training titles.

If you are in FOCUS your FOCUS consultant will help you as you go through this transition process. PLEASE check in with your FOCUS consultant before you and/or your staff sign up for a training to ensure you are registering for what

applies to you and your program staff. We look forward to our continued work with you all!

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 to sign up. Each individual participant must pre-register him/herself.

Please see legend below for corresponding competency areas.

Please arrive early/on time. Only a short 5 minute grace period is allowed, after which latecomers are not admitted. Trainings with (5) Pre-Registered Participants or less may be cancelled.

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

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

OCTOBER 2014 - SIGN-UPS BEGIN SEPTEMBER 15th (You MUST attend all parts in a training series to receive a certificate)

BERNALILLO COUNTY: 10/1, 8, 15 3-5pm Ethics in Early Childhood Series 3 Parts (6 Hour Certificate - Competencies: 7-6hrs)

10/1, 8, 15, 22 6:30-8:30pm Introduction to Intentional Teaching Series 4 Parts (FOCUS) (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)

10/2, 9, 16, 23 6:30-8:30pm Orientation to Intentional Teaching Series 4 Parts (FOCUS) (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)

10/6, 13, 20 10am-noon Challenging Behaviors Director Series 3 Parts (6 Hour Certificate - Competencies: 1-2hrs, 5-2hrs, 6-2hrs.)

10/6, 13, 20, 27 6:30-8:30pm Introduction to Intentional Teaching Series 4 Parts (FOCUS) (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)

10/7, 14, 21, 28 6:30-8:30pm Orientation to Intentional Teaching Series 4 Parts (FOCUS) (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs)

10/7, 14, 21, 28 6:30-8:30pm Circle of Security Series 4 Parts Oct. / 4 Parts Nov. (16 Hour Certificate MUST ATTEND ALL 8 PARTS TO RECEIVE A CERTIFICATE) (Competencies: 1-4hrs, 3-4hrs, 4-8hrs.) Please call 277-1000 for information

10/18 9am-11am Áreas de interés Parte 1 10/18 11:30-1:30pm Áreas de interés Parte 2 10/18 2-4pm Áreas de interés Parte 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs)

10/20, 27 6:30-8:30pm Powerful Interactions 2 Parts (FOCUS) - SOUTH VALLEY CNM CAMPUS (4 Hour Certificate - Competencies: 1-1hrs, 5-3hrs)

10/21, 28 6:30-8:30pm Powerful Interactions 2 Parts (FOCUS) (4 Hour Certificate - Competencies: 1-1hrs, 5-3hrs)

10/25 9-11am Skill Strategies for Managing Challenging Behaviors Part 1 10/25 11:30-1:30pm Skill Strategies for Managing Challenging Behaviors Part 2 10/25 2-4pm Skill Strategies for Managing Challenging Behaviors Part 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs) SANDOVAL COUNTY: 10/25 9am-11am Art Experiences for Children Part 1 10/25 11:30-1:30pm Art Experiences for Children Part 2 10/25 2-4pm Art Experiences for Children Part 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs)

VALENCIA COUNTY: No Trainings Scheduled this Month SOCORRO COUNTY: No Trainings Scheduled this Month




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.



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

NOVEMBER 2014 - SIGN-UPS BEGIN OCTOBER 13th (You MUST attend all parts in a training series to receive a certificate)

BERNALILLO COUNTY: 11/3, 10, 17, 24 6:30-8:30pm Orientation to Intentional Teaching Series 4 Parts (FOCUS) (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs) 11/3, 10, 17, 24 6:30-8:30pm Orientation to Intentional Teaching Series 4 Parts (FOCUS) - SOUTH VALLEY CNM CAMPUS (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs) 11/3, 10, 17, 24 6:30-8:30pm Introduction to Intentional Teaching Series 4 Parts (FOCUS) (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs) 11/4, 11, 18 6:30-8:30pm The Full Participation of Each Child 3 Parts (FOCUS) (6 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr) 11/4, 11, 18, 25 6:30-8:30pm Circle of Security Series 4 Parts Oct. / 4 Parts Nov. (16 Hour Certificate MUST ATTEND ALL 8 PARTS TO RECEIVE A CERTIFICATE) (Competencies: 1-4hrs, 3-4hrs, 4-8hrs) Please call 277-1000 for detailed information 11/5, 12, 19 10-noon Assessment Director Series 3 Parts (6 Hour Certificate - Competencies: 1-2hrs, 4-1hr, 6-2hrs, 7-1hr) 11/5, 12 6:30-8:30pm Interacciones Poderosas 2 Partes (FOCUS) (4 Hour Certificate - Competencies: 1-1hr, 5-3hrs) 11/6, 13, 20 6:30-8:30pm The Full Participation of Each Child (FOCUS) (6 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr) VALENCIA COUNTY: 11/15 9-11am Theme Curriculum Part 1 11/15 11:30-1:30pm Theme Curriculum Part 2 (4 Hour Certificate - Competencies: 5-2hrs, 6-2hrs) SOCORRO COUNTY: 11/22 9-11am The Full Participation of Each Child Part 1 (FOCUS) 11/22 11:30-1:30pm The Full Participation of Each Child Part 2 (FOCUS) 11/22 2-4pm The Full Participation of Each Child Part 3 (FOCUS) (6 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr) SANDOVAL COUNTY: No Trainings Scheduled this Month




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.



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

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

BERNALILLO COUNTY: 12/1, 8 6:30-8:30pm Powerful Interactions 2 Parts (FOCUS) (4 Hour Certificate - Competencies: 1-1hrs, 5-3hrs)

12/2, 9, 16 10am-noon Director Series—Ethics 3 Parts (6 Hour Certificate - Competencies: 7-6hrs)

12/2, 9, 16 6:30-8:30pm The Full Participation of Each Child 3 Parts (FOCUS) (6 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr)

12/3, 10, 17 9-11am Teacher’s Series—Strengthening Relationships 3 Parts (6 Hour Certificate - Competencies: 3-2hrs, 7-4hrs)

12/3, 10, 17 6:30-8:30pm Art Experiences for Young Children 3 Parts (6 Hour Certificate - Competencies: 1—2hrs, 4-2hrs, 5-2hrs)

12/6 9-11am The Full Participation of Each Child Part 1 (FOCUS) 12/6 11:30-1:30pm The Full Participation of Each Child Part 2 (FOCUS) 12/6 2-4pm The Full Participation of Each Child Part 3 (FOCUS) (6 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr.)

12/13 9-11am Área Socio-Emocional Parte 1 12/13 11:30-1:30pm Área Socio-Emocional Parte 2 12/13 2-4pm Área Socio-Emocional Parte 3 (6 Hour Certificate - Competencies: 1-2Hrs, 4-3hrs, 5-1hr)

12/13 9-11am Colaboración con Familias todo el Año Parte 1 - SOUTH VALLEY CNM CAMPUS 12/13 11:30-1:30pm Colaboración con Familias todo el Año Parte 2 12/13 2-4pm Colaboración con Familias todo el Año Parte 3 (6 Hour Certificate - Competencies: 1-1Hr, 2-2hrs, 3-3hrs)

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

The Cariño EC TTAP staff wish you and your family a wonderful and safe Holiday Season!

Please note the Cariño EC TTAP offices will be Closed November 27th and 28th for the Thanks-giving Holiday and December 22nd thru January 2nd for Winter Break.

Other Cariño EC TTAP Learning Opportunities

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

6 HOUR QUALITY EARLY CHILDHOOD PROGRAMS FOR ALL COURSE Contact one of the Cariño Child Care Inclusion Specialists (Sheryl Faulconer 277-1260, Linda Littlewolf 277-6031, or Veronica Tighe 277-1469) to register for the training.

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

CARIÑO EC TTAP ELECTRONIC NEWSLETTER REQUESTS Would you prefer to receive the Cariño newsletter via email? If yes, please send your request to [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 is Behavior Regulation? Article was adapted from: Hanen Center, “What is Behavior Regulation? And What Does It Have To do With Language Development?”

by Lauren Lowry, Hanen Certified SLP and Clinical Staff Writer

Behavior regulation, also known as self-regulation, is our ability to use self-control and to behave appropriately, such as being polite even when someone is rude to us. Behavior regulation is being able to control our impulses, manage our emotions, stay calm and focused and filter out distractions that stress our system. When we are able to regulate or manage our behavior we are able to focus even when there are distractions, take turns, follow rules, suppress outbursts of anger and behave in socially expected ways. Behavior regulation develops gradually during childhood. As young children learn to read and respond appropri-ately to their inner cues, they become much more capable of tolerating the early signs of discomfort and distress that are related to stress, hunger, fatigue, and frustration. We know that toddlers who have not developed strong language skills will bite when they get frustrated. There is research that shows that language development is related to behavior regulation. As teachers we help children learn to regulate their behavior and find appropriate ways to respond. Helping children learn behavior regulation is more than teaching children to sit still, comply with directions and show control when frustrated. As teachers we can promote their behavior with the following suggestions:

Observe your child to figure out the demands and stressors

placed on the child, what factors help the child stay calm and alert, what the child does to control him or herself and what causes your child to become under or over stimulated.

Demonstrate self-regulation yourself during daily activities

with the words you use, actions you take, and using self-talk. Self- talk is language we use to express our thoughts and feelings that help us make choices to self-regulate. When we get near a stove we remind ourselves ‘be careful it’s hot’; when we verbalize out loud toddlers hear us and learn to not touch. Many times you will then hear them repeating out loud as they approach the stove ‘be careful it’s hot.’ For an older child you might help them with a challenging puzzle by saying: ‘That is tricky; what if we try this piece first?’

Help children learn the words to express their thoughts and

emotions. Talk to your child about what makes him happy, sad, scared or mad; have him show you a face to demon-strate the emotion, ask him how their body feels, and read books where there are situations of characters dealing with different emotions. When your child is expressing an emotion help him use the words to describe how he feels. Do not label

his emotion for him but acknowledge he is having a feeling; “It seems you are upset you cannot play with that right now.” Help him deal with the big feeling by helping him learn to breathe when he is upset.

Have routines and clear expectations at home and in the

classroom. Some children need more support on this than others. Routines are established by doing the same schedule every day but some children need a visual schedule to help them with the routine. When we state to children what they need to do and what is going to happen we provide them with predictability in their lives.

Encourage children to play together. For children who have

difficulty regulating their behavior model play with them and then stay near to help them through difficult situations.

Help children play imaginatively, this helps them practice

roles and situations where they may need to show regulation.

Play games with children and help them to learn the rules;

it requires self-regulation to follow the rules. Outdoor and physical play help children learn self-regulation and provide opportunities to use their entire body to release stress.

Provide opportunities for children to make choices and set

goals. Giving children choices helps them feel some control over their environment.

There is a strong connection between behavior regulation and language. Studies show that toddlers with bigger vocabularies develop stronger self-regulation skills. Preschool children with strong self-regulation skills have better early literacy skills, vocabulary and math skills. Children with language delays have poorer self-regulation in kindergarten. These studies show us the importance of speech and language therapy and teaching children with language delays how to regulate their behavior. When we encourage children’s behavior regulation we promote their language abilities and later success at school. By minimizing the stress and demands in their lives and creating an environment that encourages them to be calm, we allow children to be more alert and focused so that they can learn from their surroundings and everyday challenges.

Check out these websites with supporting articles and additional information on behavior regulation

Perry, B.(n.d.) Self-Regulation: The Second Core Strength. Early Childhood Today. http://teacher.scholastic.com/professional/bruceperry/self-regulation.htm.

Groves Gillespie, L & Seibel, N.L. (2006). Self-Regulation: A Cornerstone of Early Childhood Develop-ment. National Association for the Education of Young Children, Young Children, 1-6.

Gallinsky, E. (2012). Promoting self control: It might not be what you think! http//www.huffingtonpost.com/ellen-galinsky/promoting-self-control-it b 1291129.html.

http://teacher.scholastic.com/professional/bruceperry/self-regulation.htm

http://teacher.scholastic.com/professional/bruceperry/self-regulation.htm


Healthy Breakfast: Whole-Wheat Blueberry Muffins

Make a batch of these healthy muffins on Sunday to eat for breakfast during the week. Bananas and whole wheat flour boost the nutrition value. (makes 12 muffins)

Ingredients: 2 very ripe large bananas 2 cups whole-wheat flour 1 1/2 tsp baking powder 1 tsp baking soda 1 pinch of fine sea salt 1/2 cup light brown sugar 1 1/4 cups buttermilk 1 large egg, lightly beaten 1/4 cup light olive oil (or melted butter) 7 oz blueberries, rinsed and drained 1 Tbsp raw brown sugar

Preparation: 1. Heat the oven to 350°F. Line a 12-hole muffin pan with muffin cases. Peel the bananas and mash in a

bowl, using a fork. 2. Mix the flour, baking powder, baking soda, salt, and brown sugar together in a large mixing bowl. Make

a well in the center and add the buttermilk, egg, olive oil, and bananas. Quickly fold the ingredients together until just incorporated, taking care not to over-mix. Tip in the blueberries and give the batter one or two stirs.

3. Spoon the batter into the muffin pan and sprinkle with the raw brown sugar. Each cup will be quite full. Bake in the oven for about 20 to 25 minutes until muffins are well-risen and golden brown on top; a skewer inserted into the center of a muffin should come out clean.

4. Let cool in the pan for a couple of minutes, then transfer to a rack to cool completely.

For most families, breakfast isn’t so much a meal as it is food that is eaten quickly on the way to school. But that doesn’t mean your child has to be nutritionally short-changed. An ideal breakfast provides a combination of protein and healthy carbs (whole grains, not sugar!) to fill

your child up and give him energy to last until lunchtime.

Yogurt Parfait Spoon half a container of nonfat Greek yogurt into a clear plastic to-go cup with a lid; swirl in ½ tablespoon honey. Top with bananas, blueberries, and nuts. Repeat for a second layer.

Total-recall oatmeal Research shows that when kids eat oats in the a.m. they score better on memory and listening tests. (Likely because the complex carbs break down slowly in the body, keeping kids full and focused.) Try a healthy-but-sweet version: Combine ½ cup oats, 1 cup regular or almond milk,1 Tbsp natural cocoa powder, 1 tsp brown sugar, and a splash of vanilla ex-tract. Microwave or cook to desired consistency.

Hearty-hero smoothie Blueberries top the charts for antioxidant power — meaning they have great potential for warding off infection. Blend ⅓ cup regular or almond milk, 1 frozen banana, ½ cup frozen blueberries, 1 Tbsp honey, and 6 oz Greek yogurt. (Add ½ tsp ground flaxseed for an extra immunity boost.)

Extreme-energy french toast Protein is essential to powering your kids’ body and brain all day long. Eggs are a great, inexpensive source of it. Think outside the scramble: Cut 2 slices bread lengthwise into 8 strips. Beat 1 egg, 2 Tbsp milk, and ⅛ tsp cinnamon; soak sticks in egg and cook in greased nonstick skillet until golden. Top with powdered sugar or honey.

Power Breakfasts for Kids!

Cariño EC TTAP Clases en Español 10/18 9am-11am Áreas de interés Parte 1 10/18 11:30-1:30pm Áreas de interés Parte 2 10/18 2-4pm Áreas de interés Parte 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs.)

11/5, 12 6:30-8:30pm Interacciones Poderosas 2 Partes (FOCUS) (4 Hour Certificate - Competencies: 1-1hr, 5-3hrs.)

12/13 9-11am Área Socio-Emocional Parte 1 12/13 11:30-1:30pm Área Socio-Emocional Parte 2 12/13 2-4pm Área Socio-Emocional Parte 3 (6 Hour Certificate - Competencies: 1-2Hrs, 4-3hrs, 5-1hr.)

12/13 9-11am Colaboración con Familias todo el Año Parte 1 - SOUTH VALLEY CNM CAMPUS 12/13 11:30-1:30pm Colaboración con Familias todo el Año Parte 2 12/13 2-4pm Colaboración con Familias todo el Año Parte 3 (6 Hour Certificate - Competencies: 1-1Hr, 2-2hrs, 3-3hrs)

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

El nivel de desarrollo de un niño y su bagaje cultural pueden afectar la forma en que un docente o la familia encaran la tarea de promover el desarrollo sano de un niño. Para esto es importante tener en cuenta todos los factores que son parte de la vida de cada niño como así también el continuo de su crecimiento. El continuo describe las diferentes fases de la experiencia del niño a medida que avanza hacia el logro de un objetivo dado. Una vez que se determina los progresos de un niño en relación con un objetivo, se pueden tomar decisiones acerca de cuáles serán los próximos pasos apropiados. Sin embargo los niños no logran alcanzar la totalidad de un objetivo en un único momento, por lo general pasan a través de una serie de niveles que los maestros pueden prever de antemano. Conocer esta secuencia del desarrollo y usarla para elaborar planes para niños que cuenten con una gama de capacidades abre el camino para alcanzar un conocimiento verdadero de cada niño y poder estructurar las oportunidades de aprendizaje. Por esta razón distintos métodos de evaluación del comportamiento del niño pueden ser clave para

apoyar su desarrollo saludable. Documentar lo que uno ve y escucha nos permite reflexionar sobre lo que hemos aprendido acerca de los niños y adquirir información valiosa sobre cada niño. La clave radica en observar con atención y documentar ejemplos que nos ofrezcan datos de valor. Esto significa familiarizarse profundamente con las metas y los objetivos del currículo, recordarlos siempre y en todo momento cuando observamos a los niños y planificamos actividades. Todos los maestros desean que los niños avancen; cualquiera sea la fase del desarrollo en la que se encuentren, siempre hay un próximo paso. La esencia de una práctica docente apropiada en términos de desarrollo consiste en saber en qué punto del continuo del aprendizaje se encuentran los niños y ofrecerles experiencias que constituyan un desafío pero sean, con todo, alcanza-bles, para empujarlos suavemente hacia la meta. (En Primer Plano – NAEYC)

Más allá de los resultados


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

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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

October, November & December 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.

Cariño Newsletter - 2nd Quarter 2014-2015

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Transcript of Cariño Newsletter - 2nd Quarter 2014-2015