Cariño Early Childhood TTAP Newsletter 4th Quarter 2014-2015

Inside this issue:

A Simple Secret for Confident Happy Kids Page 2 Mindfulness at Any Hour, 5 Ideas for Summer Reading Outdoors 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 Social Emotional Strategies for Supporting Children w/Challenging Behavior Page 9 How to Encourage Your Child to Unplug and Go Outside to Play Page 10 Experiencia de clase: Un Excenario en el patio Page 11 Nuestra Creciente Biblioteca Ayuda a Los Niños a Que Hagan Lo Mismo Page 12 Staff Spotlight - Cariño Toy Librarian, The Value of Toys to the Developing Child Page 13 Growing a Scientist, Actividades Educativas y Divertidas fuera del Hogar Page 14 Cariño EC TTAP South Valley Training Calendar 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 Vanessa Ferguson 277-1592 Janet Gagliano 277-1039 Noelle Garcia Jackson 277-0082 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 Aida Homs Rivera 224-5020

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

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

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 at no cost. 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. There will be 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! The UNM Cariño EC TTAP was awarded a $400,000 grant 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: 5816 Isleta Blvd SW, CNM South Valley Campus: Room SV-51

Hours of Operation:

Tuesday and Thursday 12pm - 7pm, Friday 9am - 4:30pm,

First Saturday of each month from 9am - 1pm

Page 2 Cariño Early Childhood News

A Simple Secret for Confident Happy Kids by Linda Rogers

Learn How Mindfulness Training - Simple Techniques for Boosting Well-being and Success - Can Help Children Thrive in School & Life

Imagine a classroom retreat where kids can go when they’re feeling frustrated, distracted, worried, or mad. Instead of giving up on a challenging task, withdrawing, or lashing out, children head to that hideaway to make themselves feel better. They may do breathing exercises or shake a jar of glitter water and watch the sparkles slowly settle. Whatever they do, when kids return to their seats, they’re calm, positive, and ready to learn.

Quiet spaces like these are popping up nationwide as more schools adopt curriculums that teach children the practice of mindfulness. Encompassing a variety of stress-relieving techniques, mindfulness helps kids focus on the present moment in order to boost self-awareness and control, even in the youngest grades.

Such skills are critical to school success — especially in an era when kids are under increasing pressure to achieve. “Across the board, kids are overwhelmed and exhausted,” says Megan Cowan, co-founder of Mindful Schools in Emeryville, CA, which offers online mindfulness train-ing courses for teachers and parents. Yet serving kids’ emotional lives through mindfulness training “seems to provide a missing ingredient,” she says. “It has a significant impact on how kids learn and behave.” Stronger minds Whether kids are breathing deeply, listening to chimes, or doing yoga, mindfulness teaches them to focus only on what they’re experiencing, like their bellies filling with air or the sound of the chime.

Because none of these things require conscious effort, it’s natural for the mind to wander, explains Susan Smalley, Ph.D., the founding director of UCLA’s Mindful Awareness Research Center. Bringing your thoughts back to the sensation takes work, however. The more kids (or adults) do it, the more they build up their “executive attention network,” the brain regions that regulate thoughts, emotions, and responses.

The payoff? An improved ability to ignore distractions (an especially important skill in this age of constant digital disruption) or short-circuit a peer- or test-induced panic. Over time, these practices become not only a habit but an important tool kids can use to navigate all kinds of potentially stressful situations, Smalley says.

Calmer emotions Mindfulness also empowers kids by teaching them self-awareness, including how to identify their feelings and how to control reactions.

Experts say that kids who can process their feelings in a positive way tend to behave better in class. That’s one reason students at the Bridport Central School in Bridport, VT, start each day with breathing exercises. “As they do the routines, we ask, ‘What do you want to happen today? What do you want to let go of?’” says the principal, Kathleen Kilbourne.

After two years of the practice, Kilbourne has found that students are more apt to use their words to work out problems instead of their hands. Learning to pause and collect their thoughts helps kids realize that they do have options and control over what happens next, she says.

To help kids visualize the connection between the brain and their emotions, many schools, like the ones in the Beach Cities School District

in California, teach students some neuroscience. This year, its roughly 5,500 elementary and middle-school students learned how different parts of the brain control emotional responses.

For instance, through role-playing activities, they learn that they can tap into the prefrontal cortex when they need to pull back from an impending meltdown. This “thinking about thinking” helps kids grasp that they have a choice of reactions in any given situation, says Sandi Conley, the behavioral health coordinator for the District. Four days into the program, a first-grader who cried every day at drop-off was able to calm herself down within a minute, she reports.

More kindness Another way mindfulness seems to help students is by boosting their compassion. Early findings by researchers at the University of Wiscon-sin’s Health Mind Institute suggest that after lessons that include belly breathing and reading books about feelings (like When Sophie Gets Angry — Really, Really Angry), preschoolers are more likely to take turns, play fair, and share.

Bonnie Levine, who teaches third and fourth-graders in New York City, has noticed similar results with her students. In an exercise she calls “friendly wishes,” she asks them to close their eyes, think about a person they see daily, and send them good thoughts. Next, she invites students to share their feelings. This often sparks a moment of connection, say when a child shares that he thought about his mom and that he misses her — and then another student admits that she feels the same way.

A sharper focus You don’t need an expert to tell you that most kids have a lot going on in their lives, which makes it all the more difficult got them to concentrate on schoolwork. But because mindfulness techniques are about paying attention to the here and now, they can be the perfect antidote.

Case in point: Recent research revealed that after third-graders completed an eight-week mindfulness program that included yoga, meditation, and breath-ing, teachers noted a significant improvement in the students’ ability to focus. The benefits endured even two months after the course ended, says Maryanna D. Klatt, Ph.D., an associate professor at Ohio State University and co-author of the study.

Such findings wouldn’t surprise Heather Bryant, director of a pre-K to fifth grade program for the past three years, her students have listened to chimes while focusing on their breathing three times a day. A compari-son of teacher evaluations and grades has revealed improvement in problem-solving, planning, and organizational skills across all grade levels, Bryant says.

Even better, parents are seeing a difference at home. Yesika Medina’s 10-year-old son, Israel, now uses mindfulness to help him manage homework stress. “He’ll say, ‘I’m going to breathe for a few minutes,’” says Medina. “Then he goes to his room, sits on the floor, and starts stretching and breathing. He’ll come back and say, ‘I feel better, Mommy. I’m going to try one more time, and this time I’m going to get it done!’”

Adapted from Scholastic Parent & Child Magazine

http://www.scholastic.com/parents/book/when-sophie-gets-angry-really-really-angry

http://www.scholastic.com/parents/book/when-sophie-gets-angry-really-really-angry

Cariño Early Childhood News Page 3

Mindfulness at Any Hour “Kids learn best by example, so do these techniques along with them”, says Susan Kaiser Greenland, author of The Mindful Child. Your mantra: “Short times, many times. Aim to do these simple activities for a couple of minutes a few times a day to heighten awareness of what’s happening in and around you so you can ground yourself”, explains Kaiser Greenland. Kids are usually game as long as the emphasis is on fun. But if yours can’t concentrate, try again another time. In the morning Before you rush out the door, take a few deep breaths together — a trick Greenland discovered when her kids were little. “It will help you collect yourselves as you face the day”, she says. In the car If you’re stuck in traffic and everyone’s getting tense, ask kids to focus their gaze on the horizon for a few seconds. Or to relax any parts of their bodies (shoulders, jaws) that feel stiff. During dinner Tell your family that for a couple seconds, you all are going to pay attention only to what you’re feeling or hearing: your radio in the car, the breeze through the window, the neighbor’s dog barking, or the birds chirping in the tree. At bedtime “Practicing at night helps kids fall asleep more easily,” says Kaiser Greenland. Put a stuffed animal on your child's belly and have him feel it move up and down as he breathes.

5 Ideas for Summer Reading Outdoors by Stacey Zable

The great outdoors may beckon your young readers but that doesn’t mean they have to leave the books at home. Whether it’s the sun or the moon that’s shining brightly in the sky, the outdoors encourages all sorts of new places to kick back and enjoy reading.

Follow these 5 ideas for reading outdoors this summer: 1. Set the stage: Create a comfy reading nook outside wherever you are, whether it’s at the park, the beach, or your own back yard. Yoga mats add a bit of cushioning and protection if the grass is wet. Add pillows, towels or blankets to really make it cozy. Bring out a camping tent or even a toy tent to protect everyone from the sun and make it a special reading hideout.

2. Have an outdoor bag at the ready: You never know when the urge to explore outside will hit, so make sure you have a designated “outdoor bag” with all the essentials packed for a few hours of fresh-air fun. Make sure your outdoor bag is filled with snacks, a flashlight (for evening reading or reading inside the tent), suntan lotion, and sunglasses and hats, in addition to a stack of your kids’ favorite books, magazines, or graphic novels.

3. Encourage activities spurred by the books: Reluctant readers may need to find the right subject about the great outdoors to inspire them. Read books about gardening and put into practice what your kids learn by starting your own garden. Summertime brings with it plenty of bugs, which may thrill or scare your children. A book that tells them all about the different types of bugs and how they live and survive ties into the great outdoors nicely. The book A Stick Is an Excellent Thing, by Marilyn Singer, sets the tone for outdoor fun in poem form. 4. Invite the neighborhood kids: Nothing draws attention away from a book like another child playing in front of you. Invite the neighborhood kids to be part of a book club. Organize a time with your neighbors for

the kids to meet each day or a certain day of the week. You can have the kids take turns reading and/or suggesting books to read that week. You can even encourage a group outing to the library to create a summer reading list together before the outside book club begins.

5. Have a scavenger hunt: Suggest kids play this classic summer game with a twist. Have a themed scavenger hunt based on a favorite novel, but don’t reveal which book it is. Hide recognizable items from the novel in your backyard. Form teams and get kids to seek the hidden clues and cross them off a list. The winning team not only has to find the items, but tell you the name of the book they are from.

Adapted from Scholastic Parent & Child Magazine

http://www.scholastic.com/parents/book/stick-excellent-thing


How to Encourage Your Child to Unplug and Go Outside to Play by Letecia Barr

If you're tired of hearing "I'm bored," it's time for your children to unplug and go outside and play! We know that fresh air and exercise are beneficial for kids, but according to a report from the National Wildlife Federation, letting kids get dirty is actually good for their health in other ways.

The authors of "The Dirt on Dirt: How Getting Dirty Outdoors Benefits Kids" found that children who spend the better part of their free time in the company of their sterile hi-tech gadgets rather than playing outside are more vulnerable to obesity,

ADHD, vitamin D deficiency, and depression. Time outside can provide time for exploration and plenty of unstructured, open-ended play. Here are 8 suggestions for creative outdoor play for kids. Be an Artist

Give your child a stick and a muddy surface to draw on. Made a mistake? No problem! Smooth it over and start again.

Mud balls can become out-of-season snowmen, abstract sculptures, or adobe bricks for building structures like the ones that my children are currently making in our backyard. If your children's creations aren't sticking together, just add more water or dirt until you find a consistency that works for their creations.

Be a Builder

Children can make buildings of all shapes and sizes if they use sticks to create a frame and pack mud into it. They can build a castle with a moat, a house for their dolls, or a stable to put toy horses in. The possibilities are endless!

If they also like the idea of large-scale public works, have them construct a river by digging a trench in the mud or dirt. Then, add water as needed to make a dam and talk about why dams are helpful to the environment and surrounding ecosystem.

Be a Biologist

When it rains, take a walk through your neighborhood to see which animals go underground and which come out in wet weather. You and your kids may witness birds swooping down to take baths in nearby puddles.

Since worms can also be found lying on sidewalks and paved areas after a rain, talk about how worms surface to breathe when their burrows fill with water. Help preserve the worm population that helps create rich soil for all things that grow in the dirt and challenge your child to pick up a squirmy critter and move it back to the dirt.

Be a Chef

Mud is great for all kinds of outdoor play adventures. Make some mud pies using old cake or pie tins. If you don't want to dirty your cookware, shallow plastic containers work just fine, too. Once the pies are "baked," it's time to make them beautiful.

Encourage your children to scour the yard for pebbles, petals from nearby flowers, and leaves that will make perfect decorations on top.

Collect dirt, grass, leaves, twigs and acorns in a large container for a bountiful nature salad. Add some water and it's mud stew!

For more ideas on outdoor activities, check out these “Teachable Moments” videos on the Scholastic website! Teachable Moments in Your Own Backyard http://www.scholastic.com/parents/resources/video/

teachable-moments-your-own-backyard Teachable Moments Going for a Walk http://www.scholastic.com/parents/resources/video/

teachable-moments-going-walk Teachable Moments at the Grocery Store http://www.scholastic.com/parents/resources/video/

teachable-moments-grocery-store

http://www.nwf.org/


Social-Emotional Strategies for Supporting Children with Challenging Behaviors

What is Emotional Literacy? Emotional literacy is the ability to identify, understand, and respond to emotions in oneself and others in a healthy manner. Children who have a strong foundation in emotional literacy tolerate frustration better, get into fewer fights, and engage in less self-destructive behavior than children who do not have a strong foundation. These children are also healthier, less lonely, less impulsive, more focused, and they have greater academic achievement. The development of a feeling word vocabulary is considered to be of critical importance in a child’s emotional development because it makes it possible for children to better understand their emotional experiences. The ability to name a feeling allows children to discuss and reflect with others about their personal experience of the world. The larger a child’s emotional vocabulary, the finer discriminations they can make between feelings and the better they can communicate with others about their feelings. Children who are able to label their emotions are on their way to becoming emotionally competent. Four-year-old Gregory is an avid block builder. At free play, he has busied himself with an elaborate construction of a zoo. To complete his masterpiece, he needs a Y-shaped block. As he searches the room for the last crucial piece, his initial calm hunt becomes more hurried and disorganized. He begins to yell and disrupt other children’s play.

Gregory sees that his classmate has the piece he wants. Gregory aggressively approaches the child, who looks frightened. His teacher approaches in the nick of time and asks, “What’s the matter?” Gregory screams that the other child has his block and then swiftly turns away to go after the piece. Gregory’s teacher stops him from grabbing the block, whereupon

Gregory launches into a major tantrum. The tantrum persists even though the teacher repeatedly reminds him to calm down. Gregory is unable to label his feeling of frustration, and at the same time, he is unable to read his peer’s frightened expression and calm himself down. The ability to label emotions is a developmental skill that is not present at birth-it must be learned. And just as there is wide variation in the point at which children start to demonstrate appropriate use of books, begin writing, and recognize letters, some children’s ability to identify, understand, and label their emotions develops at a slower rate than others. Three variables can underlie a child’s growing ability to label emotions: 1. the child’s temperament and developmental status, 2. pa-rental socialization and environmental support, and 3. the teacher and child care providers’ emphasis on emotional literacy. Indeed, differ-ences in the way adults talk to and teach children about feeling and problem solving are related to children’s abilities to label emotions. What Can Adults Do? Adults can play a major role in children’s ability to identify, understand and express emotions in a healthy way. The following strategies are key in fostering emotional literacy in young children:

Express your own feelings. One way to help children learn to label their emotions is to have healthy emotional expression modeled for

them by the adults in their lives. Parents, teachers, and child care pro-viders can make a point to talk out loud about their feelings as they ex-perience them throughout the day. Label children’s feelings. As adults provide feeling names for children’s emotional expressions, a child’s feeling vocabulary grows. Throughout the day, adults can attend to children’s emotional moments and label feelings for the children. As children’s feeling vocabulary develops, their ability to correctly identify feelings in themselves and others also progresses. Play games, sing songs, and read stories with new feeling words. Teachers and other caregivers can adapt songs such as “If you are frustrated and you know it, take a breath”; “If you’re disappointed and you know it, tell a friend”; or “If you’re proud and you know it, say ‘I did!” Other activities: Adults can cut out pictures that represent various feeling faces and place them in a container that is passed around the circle as music plays. When the music stops, the child holding the container can select a picture designating an emotion and identify it, show how they look when they feel that way, or describe a time when he or she felt that way. Pictures can also be hung around the room. This gives opportunities to label the feelings in the pictures. Children can look through magazines to find various feeling faces. They can cut them out and make a feeling face collage. Adults can help the children label the different feeling fac-es. Children and adults can play ‘feeling face charades’ by freezing certain emotional expressions and then letting others guess what the feeling is. To extend this activity, ask the children to think of a time that they felt that way. In the mornings, have children ‘check in’ by selecting a feeling face that best represents their morning mood. At the end of the day, have children select again, and then talk about why their feeling changed or stayed the same. Gregory’s teacher started making a conscious effort to label his feelings, as well as the feelings of children in his class through out the day through games and when situations occurred. When he saw Gregory get upset she would move in and ask him how he felt and help him calm down. The teacher noticed the children would tell each other how they felt instead of fighting; she also noticed the children no longer needed her to intervene to solve problems as often because they would solve them on their own. The teacher felt a sense of calm in her class and felt confident her children were developing a strong foundation in emotional literacy.

PLEASE NOTE: Cariño will be offering a class in May on this particular topic! If you are interested in attending

call 277-1371 to sign up.


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 (2 Hrs ELG + 6 Hrs Observation, Documentation & Curriculum Planning)

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 Hour Series) 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 (6 Hour Series) 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 (4 Hrs ELG + 4 Hrs AODCP) 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 Hour Series) In this 4-hour session you will learn about the background & overview of NM ELG’s, spend time getting familiar with the general con-tent, individual sections, and the specific parts of each section.

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 strate-gies 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 (4 Hrs ELG + 6 Hrs AODCP) 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 Hour Series) 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 Hour Series) 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


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

APRIL 2015 - SIGN-UPS BEGIN MARCH 16th (You MUST attend all parts in a training series to receive a certificate)

BERNALILLO COUNTY: 4/1, 8, 15 3-5pm Participacion Integral de Cada Niñó- FOCUS Series 3 Part Series (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs) 4/1, 8, 15 1-3pm Effects of Trauma in Early Childhood Series 3 Parts (6 Hour Certificate - Competencies: 1-2hrs, 3-1hr, 4-1hr, 7-2hrs) 4/1, 8, 15, 22, 29 6:30-8:30pm Intermediate Intentional Teaching - FOCUS Series 5 Parts (10 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr) 4/2, 9, 16 10am-noon Full Participation of Each Child - FOCUS Series 3 Parts (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs) 4/6, 13, 20, 27 6:30-8:30pm Introduction to Intentional Teaching - FOCUS Series 4 Parts (8 Hour Certificate - Competencies: 1-2hr, 3-1hr, 4-1.5hr, 5-1.5hr, 6-1hr, 7-1hr) 4/6, 13, 20 6:30-8:30pm Challenging Behaviors Series 3 Parts (6 Hour Certificate - Competencies: 1-1hrs, 2-.5hr, 3-1hr 4-1hrs, 5-1hr, 6-1hr, 7-.5hrs)

4/7, 14 6:30-8:30pm Powerful Interactions - FOCUS Series 2 Parts (4 Hour Certificate - Competencies: 1-1hrs, 5-3hrs) 4/7, 14, 21, 28 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)

4/18 9am-11am Dificultades de Comportamiento Parte 1 4/18 11:30-1:30pm Dificultades de Comportamiento Parte 2 4/18 2-4pm Dificultades de Comportamiento Parte 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-4hrs) 4/25 9-11am Facilitating Learning: Honoring Children’s Work Part 1 4/25 11:30-1:30pm Facilitating Learning: Honoring Children’s Work Part 2 (4 Hour Certificate - Competencies: 4-1hr, 5-2hrs, 6-1hr) SOCORRO COUNTY: 4/11 9-11am Language Development & Literacy – Infants & Toddlers 4/11 11:30-1:30pm Language Development & Literacy – Preschoolers (4 Hour Certificate - Competencies 1-2hrs, 4-1hr, 5-1h) SANDOVAL COUNTY: No Trainings Scheduled this Month VALENCIA 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.




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

BERNALILLO COUNTY: 5/4, 11, 18 6:30-8:30pm Full Participation of Each Child - FOCUS 3 Parts (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs) 5/5, 12, 19, 26 1-3pm Introduction to Intentional Teaching - FOCUS Series 4 Parts (8 Hour Certificate - Competencies: 1-2hrs, 3-1hr, 4-1.5hrs, 5-1.5hrs, 6-1hr, 7-1hr) 5/5, 12, 19, 26 6:30-8:30pm Intermediate Intentional Teaching - FOCUS Series 5 Parts and 6/2 (10 Hour Certificate, Pt. 5 Continued in June- Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr) 5/6, 13, 20, 27 3-5pm Orientación 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) 5//13, 20, 27 3-5pm Math: Numbers, Shapes, Sizes, and More! 3 Parts (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs,) 5/19, 26 6:30-8:30pm School-Age Environments Series 2 Parts (4 Hour Certificate - Competencies 4-2hrs, 5-2hrs) 5/16 9-11am Challenging Behaviors Part 1 5/16 11:30-1:30pm Challenging Behaviors Part 2 5/16 2-4pm Challenging Behaviors Part 3 (6 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr) 5/20, 27 6:30-8:30pm Powerful Interactions - FOCUS Series 2 Parts (4 Hour Certificate - Competencies 1-1hr, 5-3hrs) SANDOVAL COUNTY: 5/16 9-11am Strengthening Relationships Series Part 1 5/16 11:30-1:30pm Strengthening Relationships Series Part 2 (4 Hour Certificate - Competency 7-4hrs) VALENCIA COUNTY: 5/16 9-11am Literacy – Infants & Toddlers Part 1 5/16 11:30-1:30pm Literacy – Preschoolers Part 2 5/16 2-4pm Literacy – School Agers Part 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs) 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. .





JUNE 2015 - SIGN-UPS BEGIN MAY 18th (You MUST attend all parts in a training series to receive a certificate)

BERNALILLO COUNTY: 6/1, 8, 15 3-5pm Full Participation of Each Child - FOCUS Series 3 Parts (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs.) 6/1, 8, 15, 22 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) 6/2 6:30-8:30pm Intermediate Intentional Teaching - FOCUS Series (Parts 1-4 May, Part 5 June) (10Hour Certificate Continued from May- Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr.) 6/2, 9, 16, 23 1-3pm Introduction to Intentional Teaching - FOCUS Series 4 Parts (6 Hour Certificate - Competencies: 1-2hr, 3-1hr, 4-1.5hr, 5-1.5hr, 6-1hr, 7-1hr.) 6/2, 9, 16, 23, 30 6:30-8:30pm Intermediate Intentional Teaching - FOCUS Series 5 Parts (8 Hour Certificate - Competencies: 1-1hr, 3-1hr, 4-1hr, 5-1hr, 6-1hr, 7-1hr.) 6/4, 11, 18 6:30-8:30pm A Baby’s Amazing Brain Series 3 Parts (6 Hour Certificate - Competencies: 1-3hrs, 4-3hrs.) 6/13 9-11am Learning Through Multiple Lenses: Observing and Documenting Part 1 6/13 11:30-1:30pm Learning Through Multiple Lenses: Observing and Documenting Part 2 (4 Hour Certificate - Competencies: 1-2hr, 5-1hr, 6-1hr,) 6/15, 22 6:30-8:30pm Inspiring Creative Play 2 Parts (4 Hour Certificate - Competencies 1-1hr, 4-2hrs, 5-1hr.) 6/27 9-11am Powerful Interactions - FOCUS Part 1 6/27 11:30-1:30pm Powerful Interactions - FOCUS Part 2 (4 Hour Certificate - Competencies 1-1hr, 5-3hrs.) SOCORRO COUNTY: No Trainings Scheduled this Month SANDOVAL COUNTY: No Trainings Scheduled this Month VALENCIA COUNTY: No Trainings Scheduled this Month

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 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.



Construir un escenario en el patio es una excelente forma de ampliar el aprendizaje de la clase al espacio al aire libre. Gracias a un pequeño subsidio de la Asociación para la Educación Infantil (Association for the Education of Young Children, AEYC) del estado de Nueva York, construimos un hermoso escenario de cedro en una equina del patio y creamos un centro de música. Las familias nos ayudaron a reunir objetos interesantes que utilizamos para inventar instrumentos rítmicos para usar al aire libre. Pusimos una caja grande en la entrada y juntamos latas de café, tazas de neumáticos, ollas y cacerolas, cucharas de cocina y todo tipo de elementos reciclados.

Juntamos campanillas, campanas, cucharas y maderas, y las colgamos en la esquina del escenario. Luego los niños experimentaron el uso de carillones caseros y bailaron y saltaron en el nuevo escenario.

Nos dedicamos a hacer tambores y encontramos muchas formas diferentes de hacerlos. Algunas ideas eran muy sencillas: dar vuelta latas de metal galvanizado y cubos de plástico para probar diferentes tipos de sonidos. Hay tambores de diferentes tamaños. Las latas de café se transformaron en tambores pequeños. ¡Disfrutamos mucho cuando los decoramos con cinta adhesiva de colores! Construimos tambores grandes con años de construcción que compramos en la ferretería. Los cubrimos con yeso (sustancia delgada que prepara la superficie para pintarla) y dejamos que los niños los pintaran.

Los niños hicieron sus propios palillos con cucharas de madera que compramos en una tienda de todo por un dólar. Integramos el uso de tambores y la música a nuestro currículo. Un músico, Uncle Rock, compartió su música con nosotros en el nuevo escenario. Todos festejamos la música y tocamos el tambor. Qué aprendimos 1. Tocar el tambor al aire libre es particularmente disfrutable,

porque permite un alto grado de libertad. Dejar que los niños experimenten con el ritmo es importante; pero muchas veces es difícil hacerlo dentro de la escuela. En el salón de clase los tambores pueden ser insoporta-bles (ruidosos). Nuestro patio absorbe muy bien el sonido y los niños ahora están en libertad de explorar tanto sonidos fuertes como suaves, o ritmos controlados o salvajes.

2. El propio escenario crea un sentido de lugar especial. Inspira

la expresión a través de baile, canto y actuación. Cuando suben al escenario y se convierten en intérpretes, los niños se comportan de manera diferente. El escenario crea oportunidades tanto para actuar como para ser público.

3. El patio es una extensión de la clase. Estamos entusiasma-

dos por las posibilidades que nos ofrece de agregar arte, música y expresión creativa a nuestro juego al aire libre.

Experiencia de clase: Un escenario en el patio Centro de música al aire libre

CENTRO DE RECURSOS DE EDAD TEMPRANA WEMAGINATION UNM

Promoviendo la Importancia del Juego El Programa de Desarrollo Familiar Centro de Recursos Wemagination UNM

provee materiales reciclados de alta calidad para promover el papel esencial del juego para el óptimo aprendizaje y desarrollo de los niños. Este centro provee entrenamientos

para maestros y familias para ayudar a los niños a crecer como alumnos creativos.

Para más información visite el Centro de Recursos Wemagination o llame al 268-8580


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 demostrarán 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 navegar 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 un bien redondeado secciones 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 del W.K. Kellogg Foundation 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:

5816 Isleta Blvd SW, CNM South Valley Campus, Sala SV-51

Horario de Operación: Martes y Jueves 12pm - 7pm

Viernes 9am - 4:30pm Primer Sábado de cada mes 9am - 1pm

Like us on Facebook!

Facebook.com/CarinoToyLibrary

We will be posting library information, upcoming playgroups, and other opportunities to participate in fun educational activities.

The site is in Spanish and English.


The Value of Toys to the Developing Child

Developmentally Appropriate Toys

“Play is such an important part of growth and development during early childhood. Even though it may look like your child is just having fun, so much is actually happening during play! Your child is learning all about the world he lives in, and his role in it, and he is growing and developing all the while. It is important to look for developmentally appropriate toys to foster a child’s play, and to encourage you children to play, play, and play! Today, we just touched on a few of the many, many toys available for young chil-dren. Remember, you know your child best, so when choosing toys, pick toys that you think they will enjoy and that meets their ability level. If your child needs a little break from playing, take a reading break to read with your child. No matter the age, reading is beneficial to all children and helps children to develop important language and literacy skills! Books are developmentally appropri-ate for children of all ages, just make sure you find a book that meets your child’s interest and ability level, and get started! Whether it is in a story or through play, you never know what sort of adventures lie ahead until your foster your child’s growth and development!” “Thanks for tuning in to learn about some developmentally appro-priate toys for your young children! Remember, toys are the tools of play, and play is the work of young childhood” University of Illinois at Urbana-Champaign College of Education Early Childhood and Parenting Collaborative

Juguetes Apropiados para el Desarrollo

"El juego es una gran parte tan importante de crecimiento y desa-rrollo durante la primera infancia. ¡A pesar de que puede parecer que su hijo está nomas se está divirtiendo, tanto está sucediendo realmente durante el juego! Su hijo está aprendiendo todo sobre el mundo en que vive, y su papel en él, y él crece y se desarrolla todo el tiempo. ¡Es importante buscar los juguetes apropiados para el desarrollo para fomentar el juego de los niños, y para ani-mar a que los niños puedan jugar, jugar y jugar! Hoy, sólo toca-mos en algunos de los muchos, muchos juguetes disponibles para los niños pequeños. Recuerde, usted conoce mejor a su hijo, por lo que la hora de elegir los juguetes, recoja los juguetes que usted piensa que van a disfrutar y que cumple con su nivel de habilidad. Si su hijo necesita un poco de descanso de jugar, tomar un descanso de lectura para leer con su hijo. ¡No importa la edad, la lectura es beneficiosa para todos los niños y ayuda a los niños a desarrollar importantes habilidades de lenguaje y alfabeti-zación! ¡Los libros son apropiados para el desarrollo de los niños de todas las edades, sólo asegúrese de encontrar un libro que reúne el nivel de interés y la capacidad de su hijo, y empezar! ¡Tanto si se trata de una historia o por medio del juego, nunca se sabe qué tipo de aventuras nos esperan hasta que empiece a fomentar el crecimiento y desarrollo de su hijo! " “¡Gracias por sintonizar para aprender sobre algunos juguetes apropiados para el desarrollo de sus niños pequeños! Recuerde, los juguetes son las herramientas de juego, y el juego es el traba-jo de los niños”

Who is the UNM Cariño EC TTAP Toy & Resource Librarian?

Paloma Gonzalez-Delgado is our wonderful librarian who is eager to help you with all of your needs regarding to the Toy Lending and Resource Library. Paloma comes to us with 7 years of early childhood experience and continues to expand her early childhood knowledge in the areas of child growth, development and learning. Paloma lived in the South Valley and is excited to be a part of this early childhood project. Since the launch of the library, Paloma has taken a lead in developing community connections to make a difference in the lives of children and families as it will provide access to quality educational toys and resources that will enhance the development of children! Paloma González-Delgado es nuestra maravillosa bibliotecaria que está dispuesta a ayudarle con todas sus necesidades con respecto al préstamo de juguetes y biblioteca de recursos. Paloma nos llega con 7 años de experiencia en la primera infancia y continua expandiendo su conocimiento al respecto del crecimiento, desarrollo y aprendizaje de niños. Paloma vivió en el Valle del Sur y esta muy emocionada de poder seguir siendo parte de este proyecto de educación temprana. Desde que la biblioteca abrió, Paloma ah tomado una gran iniciativa en desarrollar conexiones con la comunidad para hacer una diferencia en las vidas de los niños y sus familias. La biblioteca provee acceso a juguetes educacionales al igual que recursos para ayudar a mejorar el desarrollo infantil.

http://illinois.edu/

http://education.illinois.edu/

http://ecap.crc.illinois.edu/


Growing a Scientist with Explora!

Growing a Scientist (Parent/Child Workshop) is an interactive experience in which preschool-ers 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’ll 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

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 cucha-ras, 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

¿A Dónde ir?: Actividades Educativas y Divertidas fuera del Hogar Marisol Muñoz-Kiehne, PhD

No hay que ir muy lejos ni gastar mucho dinero para compartir con nuestros niños de maneras constructivas y enrique-cedoras. He aquí algunos ejemplos de dónde encontrar, en su propio vecindario, actividades de interés para toda la familia.

Durante el año se presentan eventos en conmemoración de una fecha o una

temporada, los cuales brindan a las familias maneras sanas de pasar un rato o un

día en compañía de nuestros niños. Estos por lo general se anuncian en los

Periódi cos y en la radio.

Mercado de agricultores

Ferias

Paradas

Festivales Eventos deportivos

Parques comunitarios

Centros de recreo comunitarios

Plazas públicas

Bibliotecas públicas

Librerías

Cines y teatros

Salas de concierto

Establecimientos de música en vivo

Establecimientos de jugar boliche

Pistas de patinaje

Campos de montar caballo

Galerías de juegos

Parques de diversiones

Centros comerciales

Paseos a pie, por auto, o autobús


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 arrive early/on time. Only a short 5 minute grace period is allowed, after which latecomers are not admitted.




APRIL 2015 - SIGN– UPS BEGIN MARCH 19th

4/3 6:30-8:30pm Interacciones Poderosas - FOCUS Series 2 Parts 4/10 6:30-8:30pm (4 Hour Certificate - Competencies: 1-1hr, 5-3hrs) 4/11 9-11am Practicas Apropiadas Para el Desarrollo de Bebes y Niños Pequeños 11:30am -1:30pm (4 Hour Certificate - Competencies: 1-2hrs, 4-3hrs, 5-1hrs) 2-4pm 4/25 9-11am Collaborating with Families All Year 11:30am -1:30pm (6 Hour Certificate - Competencies -1hrs, 2-2hrs, 3-3hrs) 2-4pm

MAY 2015 - SIGN– UPS BEGIN APRIL 6TH 5/2 9am-1pm Orientation to Intentional Teaching - FOCUS Series 4 2hr Parts 5/9 9am-1pm (8 Hour Certificate - Competencies 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs) 5/4 6:30-8:30pm Being a Professional and Becoming a Team Player 5/11 6:30-8:30pm (6 Hour Certificate - Competencies 5-2hrs, 7-4hrs) 5/18 6:30-8:30pm 5/14 6:30-8:30pm Comunicación Positiva en Programas Para Niños 5/21 6:30-8:30pm (6 Hour Certificate - Competencies 1-3hrs, 4-1hrs, 5-2hrs) 5/28 6:30-8:30pm

JUNE 2015 -SIGN– UPS BEGIN MAY 11TH 6/6 9am-1pm Powerful Interactions - FOCUS Series 2 Parts (4 Hour Certificate - Competencies 1-1hr, 5-3hrs) 6/8 6:30-8:30pm Estrategias Eficaces para Problemas de Comportamiento 6/15 6:30-8:30pm (6 Hour Certificate - Competencies 1-2hrs, 4-3hrs, 5-1hrs) 6/22 6:30-8:30pm 6/27 9-11am Effective Strategies for Challenging Behaviors 11:30am -1:30pm (6 Hour Certificate - Competencies 1-2hrs, 4-3hrs, 5-1hrs) 2-4pm

Parking is available in the front and rear of CNM 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

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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

April, May & June 2015

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.