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Cariño Early Childhood TTAP 1st Quarter 16-17 Newsletter

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Cariño Early Childhood training updates and useful information for care providers, teachers, and families in New Mexico. Find training dates, class information, and updates from Cariño.

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Cariño Early Childhood TTAP 1st Quarter 16-17 Newsletter

  1. 1. Inside this issue: 4 Exercises to Teach Kids About Mindfulness and Compassion - Part 1 Page 2 4 Exercises to Teach Kids About Mindfulness and Compassion - Part 2 Page 3 Scientific Evidence for Yoga and Mindfulness: How and Why Does It Work? Page 4 6 Calming Yoga Poses for Kids Page 5 Cariño Early Childhood Training Descriptions Page 6 UNM Cariño EC TTAP Training Calendar Pages 7-9 Other Training Opportunities (45 Hour & 6 Hour Courses), Training Policies Page 10 Parent Training Opportunities Page 11 How to Create a Glitter Jar for Kids Page 12 Carino Community Partnerships: Launch to Learn and the Molina Foundation Page 13 Toy Lending & Resource Library Spotlight! Page 14 Cariño Library Parent Play Groups Page 15 Volume22,Issue1 1stQuarter2016-2017 Cariño TTAP Early Childhood UNM Cariño Early Childhood Training & Technical Assistance Program Early Childhood Services Center UNM Continuing Education 1634 University Blvd MSC07 4030 Albuquerque, NM 87131 505-277-1371 Office 505-277-8975 Fax Cariño Program Director Malisa Kasparian 277-0954 Training & Development Consultants — Inclusion Polly Barr 277-6031 Jose Cano 277-1469 Sheryl Faulconer 277-1260 Training & Development Consultants Claudia Alderete 277-1590 Janet Gagliano 277-1039 Noelle Garcia Jackson 277-0082 Mandee Lamoreux 277-2510 Julian Maietta 277-1348 Ortencia Nelson 277-1592 Tatiana Roman Rodriguez 277-0271 Luisa Chavez Scott 277-1000 Training Coordinator Dawn Gibson 277-0593 Enrollment Services Rep Marlene Lopez-Rodriguez 277-1371 General Information & Training Registration 277-1371 South Valley Office Joel Casas - Manager 224-5018 Consultants Paloma Gonzalez 224-5017 Vacant 224-5020 If you have any questions or comments regarding the UNM Cariño EC TTAP Newsletter contact Malisa Kasparian. So-Long Summer Party Bid farewell to vacation and welcome fall with a backyard party that's fun for all. Schedule your party for lunchtime the week before school starts — everyone's back from vacation and still free for one last blast of carefree fun. Have your party at a local park where there are plenty of picnic tables and lots of room to spread out, or use your own backyard. As for the guest list, the more the merrier: moms, dads, caregivers, and siblings are welcome. The kids can see each other and find out who's in their class while the adults compare notes on bus routes, teachers, and carpools. The Set-Up Make the invitation! Use wording like this: "Because you have been caught surfing, camping, and gen- erally loafing around, please report to Riverside Park at 11 a.m. Monday for a So-Long Summer Party." As guests arrive, hand them a paper cup filled with munchies (M&Ms, raisins, dry cereal, dried cranber- ries) to stave off hunger until lunch is served. Of course, no party's complete without music. Bring a boom box, and set a party mood with lively CDs such as Putumayo's "Gypsy Caravan" or "Islands". Game Time Before lunch, divide into teams and play some all-time-favorite relays and team competitions, such as an egg toss, racing with an egg on a spoon, a potato race, an over/under pass-the-ball race, and a peanut hunt. Older kids will get a laugh out of the suitcase race, where you change into a funny outfit of old clothes for each leg of the relay; face painting and stick-on tattoos keep little ones happy. Give the sandbox-set paper combs cut from corrugated cardboard to draw squiggles in the sand. Super Souvenirs and Crafts Remember the day by making hand or footprints for a walk of fame using quick-dry plaster of Paris poured into trays made of aluminum foil or Styrofoam. Everyone takes home his print at the end of the party. At the end of the party, hand out goodie bags made from ordinary brown paper lunch sacks, writing each child's name on a bag in big block letters using a black marker. Then grade each bag with an A+ and circle it using a red marker. Treats for the bag can include shoelaces, a small notepad, a yellow pencil and pink eraser, reinforcements, and a sheet of gold stars. The Menu Keep the eats simple so there's more time for fun. Serve hamburgers and hot dogs cooked on the grill, or a typical school lunch including peanut butter and jelly sandwiches, baby carrots with ranch dressing dip, a plate of Oreos and oatmeal raisin cookies, and juice boxes. For dessert, slice up a watermelon and have a seed-spitting contest, or hand out giant sugar cookies (slice-and-bakes are easy) painted with the hands of the clock, some pointing to the time school starts, others pointing to dismissal time. Adapted from Scholastic Parent & Child
  2. 2. Page 2 Cariño TTAP Early Childhood 4 Exercises to Teach Kids about Mindfulness and Compassion See more at: http://www.chopra.com As a parent, you want your children to be successful. But have you ever considered your personal definition of success? Although society typically correlates success with financial wealth, academic prowess, or fame, your values might conjure up a different definition. How can you raise children who are successful because they lead a mindful, community- minded, fulfilling, and compassionate life? Parenting with this in mind is not easy; living in overdrive is the American way. Americans over- schedule, under-sleep, and push themselves to exhaustion. As a parent, it’s your responsibility to break this cycle for your children. To help you mold mindful and compassionate children, try out these four simple and fun exercises. 1. S.T.O.P. Use the popular mindfulness acronym S.T.O.P. to introduce mindfulness in your household. S: Stop. Ask your children to drop whatever they are doing. T: Take three deep breaths. Instruct your children to take a few deep, belly-filling breaths with long inhales and exhales. O: Observe. Invite your children to tune into their physical sensations, surroundings, and emotions. They can notice what they see, hear, feel, and taste. They can label their emotions (without judging them). Ask them to identify their thoughts. P: Proceed. They can carry on with more awareness. As a craft project, ask your children to help you create a few S.T.O.P. signs to place around the house. Family members can agree to S.T.O.P. when they run across the sign. Every week or so, move the signs to keep family members on their toes. 2. Sit Like a Frog Mindfulness instructor Eline Snel offers several exercises for teaching meditation and mindfulness to children. One of the exercises is inviting a child to be like a frog. This exercise is adapted from Sitting Still Like a Frog: See if you can pretend to be a frog sitting very, very still on a lily pad. While you sit on that lily pad, Mr. Frog, you breathe. If you move too much, your lily pad will tip over, and you’ll wind up in the water. So, you just sit still as your green frog tummy goes in and out. Although you can leap high into to the sky, you can also sit still like a statue, like you are now. Because you’re a frog, you just watch what’s happen- ing all around you and within you, and you don’t jump into action right away. You simply sit still and breathe on that lily pad, storing up your energy. Notice how your tummy goes in and out, Mr. Frog. In and out. Continued on page 3 About the Author Sara Schairer is the founder and executive director of COMPASSION IT, a start-up nonprofit organization and global social movement whose mission is to inspire daily compassionate actions and attitudes. She created the one-of-a-kind reversible COMPASSION IT wristband prompting compassionate actions on six continents, 48 countries, and all 50 states. Wristband sales fund compassion education programs for youth, teens, and adults.
  3. 3. Cariño TTAP Early Childhood Page 3 UNM New Mexico Kids Child Care Resource & Referral Services New Mexico Kids Child Care Resource and Referral services 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. Continued from page 2 3. Do the “Stuffy Belly” Loving-Kindness Exercise Begin each day with a loving-kindness practice. It teaches your children to consider the well-being of everyone on the planet, including themselves. As your children lie in bed, encourage them to pick out a favorite plush toy to place on their tummies. Ask them to watch the toy move up and down as they breathe. (This settles the mind.) After a few moments, ask them to say to their toy, “May you be happy, [insert toy’s name].” Instruct them to pretend there is a mirror in front of them, and invite them to say “May you be happy, [insert child’s name].” Now ask them to think of a friend and say, “May you be happy, [insert friend’s name].” Next, send positive thoughts to family members, neighbors, and others in your community. Expand that circle to include others in your country, everyone on the planet, and, finally, all beings. You can use phrases like, “May you live with joy,” “May you be content,” or “May you be peaceful.” 4. Use Compassion and Kindness Reminders Make compassion a part of your family’s everyday life by using reminders to make kindness habitual. You can speak with your children about compassion and explain that everyone could use help in some way. When you take action and help a person, you are being compassionate. One tool to help your kids remember to be compas- sionate every day is the COMPASSION IT wristband; it’s a simple tool that encourages your children to seek out ways to offer compassion. The wristband is a different color on each side, so you can use one side to remind yourself to give compassion, and flip to the other side when you’ve succeeded. Do you wonder how much easier life would have been if you had learned mindfulness skills at an early age? The torment of middle school, the agony of junior high, and the storms that accompany life might have been easier to weather by being more mindful of emotional responses. You have the opportunity to help prevent your children from getting carried away by the pain that accompanies life. By teaching mindfulness and compassion, you can set them up for success. 4 Exercises to Teach Kids about Mindfulness and Compassion
  4. 4. Page 4 Cariño TTAP Early Childhood As an education professional who is interested in school- based yoga, you might have already witnessed the benefits of yoga for your students. Still, a question remains. How and why is yoga beneficial for children and adolescents, and specifically, in the school setting? Research on yoga in schools has grown exponentially over the past 5 - 10 years, and while the results are still preliminary, scientists are beginning to understand why yoga serves as such a valuable component of school curricula nationwide. Research suggests that school-based yoga cultivates competencies in mind-body awareness, self-regulation, and physical fitness. And classroom teachers benefit as well. Taken together, these competencies may lead to improvements in students’ behavior, mental state, health, and performance, as well as teacher resilience, effective- ness and overall classroom climate. The following are just some of the recognized benefits of yoga for children (and adults): Body:  Assists neuromuscular-development  Promotes development of the vestibular system  Encourages midline crossing motions; motor development on both sides of the body  Develops a strong and flexible body  Increases balance, body awareness and coordination  Improves posture and alignment  Develops core strength, essential for good posture and correct physical alignment  Reduces injuries and improves performance  Improves digestion, circulation and elimination  Strengthens the immune system  Relaxes the body, promoting better sleep Mind:  Calms and clears the mind, bringing us into the present moment  Relieves tension and stress  Increases concentration, focus and attention span  Promotes thinking and memory  Stimulates auditory processing and responsiveness  Expands imagination and creativity  Reduces stress and anxiety  Improves ability to be less reactive; more mindful of thoughts, words and actions  Balances energy (high or low) Spirit:  Builds confidence and self-esteem  Supports character development and emotional intelli- gence  Enhances team skills and social interaction  Develops discipline and self-control  Supports individuality and self-expression  Encourages social and environmental awareness and responsibility  Supports a sense of universal connectedness  Inspires respect for self and others Overall:  Improves mind/body connection  Encourages a fit and healthy lifestyle  Promotes an overall sense of well-being The benefits of school-based yoga also extends to class- room teachers. Recent research suggests that providing educators with training in yoga- and mindfulness-based skills may have several beneficial effects for educators, including increases in calmness, mindfulness, well-being, and positive mood, improvements in classroom manage- ment, physical symptoms, blood pressure, and cortisol awakening response, and decreases in mind and body stress (Harris et al., 2016; Jennings et al., 2013; Kemeny et al., 2012; Nosaka & Okamura, 2015). Indeed, providing teachers with skills and practices to enhance their own self-care is a crucial step toward improving classroom climate, teacher effectiveness and student outcomes (Roeser et al., 2012). Scientific Evidence for Yoga and Mindfulness in Schools: How and Why Does It Work? Adapted from: Yoga 4 Classrooms Blog http://www.yoga4classrooms.com/yoga-4-classrooms-blog/scientific- evidence-for-yoga-and-mindfulness-in-schools-how-and-why-does-it-work
  5. 5. Cariño TTAP Early Childhood Page 5 Six Calming Poses for Kids http://www.healthline.com/health/parenting/yoga-for-kids#1 1. The Warrior Series This series, which is done in a lunge position with your arms stretched, builds strength and stamina. It’s an invigorating pose that releases negativity through methodic breathing. 2. Cat-Cow The Cat-Cow stretch creates emotional balance while releasing your back muscles and massaging digestive organs. When you teach your child these simple poses, play up the animal theme. Moo as you drop your spine and meow as you arch your back. 3. Downward Facing Dog This pose provides a great stretch while releasing tension in your neck and back. Again — play up the animal theme with barks and a wagging “tail,” which helps further stretch the leg muscles. 4. Tree Pose This balancing pose develops mind-body awareness, improves posture, and relaxes the mind. A child may find it challenging to balance on one foot, so encourage him to place his foot wherever is comfortable. It can be propped on the ground, near the opposite ankle, or below or above the opposite knee. Extending arms overhead also helps maintain the pose. 5. Happy Baby Children gravitate toward this fun, silly pose, which opens the hips, realigns the spine, and calms the mind. Encourage your child to rock back and forth in this pose, as the action provides a gentle back massage. 6. Sleeping Pose This pose typically closes out a yoga practice and encourages deep breathing and meditation.
  6. 6. Cariño TTAP Early Childhood Page 6 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. JOYFUL FAMILY ENGAGEMENT (4 Hr Series) Join us for a walk through the Joyful Family Engagement Recommendations and materials to support unique and diverse families in New Mexico. Our goals are to support each family’s efforts to raise a happy, healthy child, to invite families into meaningful participation in the early childhood program, and to support a seamless transition for children and families within and across programs. Come prepared to share success stories and learn new ideas from your colleagues! PROFESSIONALISM IN EARLY CHILDHOOD EDUCATION: DOING OUR BEST FOR YOUNG CHILDREN (6 Hr Series) We will be looking at who we are and where we are as a field and to add to it understanding of the nature of professions and the responsibilities of professionals. The goal for this training is to help early childhood educators to think about how we can move closer to what we want to be – people who provide high standards of nurturing education and care and who meet the ideal of what a professional should be. SOCIAL-EMOTIONAL STRATEGIES FOR SUPPORTING CHILDREN WITH CHALLENGING BEHAVIORS (6 Hr Series) What is challenging behavior and what do we need to know to support the child. This training is based on the Pyramid Model of Positive Behavior Support which has an evidence based process that identifies what social emotional support children need. We will look at forms that help us determine what the behavior is communicating and what skills to teach the child who is struggling. We will discuss ways to teach children the social-emotional skills they need. CIRCLE OF SECURITY The Circle of Security is a relationship based early intervention program designed to enhance attachment security between parents and children. Decades of university-based research have confirmed that secure children exhibit increased empathy, greater self- esteem, better relationships with parents and peers, enhanced school readiness, and an increased capacity to handle emotions more effectively when compared with children who are not secure. Over 16 hours we will explore:  How to recognize your child’s needs and better understand their behavior  How to help children organize their feelings  How to help children feel secure in their relationships  How to meet children’s emotional needs through tough times (challenging behaviors, tantrums, attention seeking, being clingy)  How to be supportive as a parent and caregiver and gain ideas on how to make parenting and caregiving easier  Your own reactions, thoughts and feelings to your children For additional information or to register for upcoming Circle of Security opportunities, please contact Luisa Chavez-Scott at 277-1000. UNM Cariño Early Childhood TTAP - Training Descriptions  Below you will find descriptions for many of the Cariño trainings offered this quarter  All parts of a series must be completed in order to receive a certificate  Some trainings series must be taken in order or it is HIGHLY recommended given the course content  Cariño also offers Early Childhood Trainings for Parents/Families as well as for Family Child Care Home Providers
  7. 7. EARLY CHILDHOOD EDUCATION COMPETENCY AREAS 1. Child Growth Development & Learning 4. Developmentally Appropriate Content 7. Professionalism 2. Health Safety & Nutrition 5. Learning Environment & Curriculum Implementation 3. Family Community Collaboration 6. Assessment of Children & Programs Cariño TTAP Early Childhood Page 7 UNM Cariño Early Childhood TTAP Training Calendar  Please call 277-1371 to sign up. Each individual participant must pre-register him/herself.  Please see legend below for corresponding competency areas.  Please arrive early/on time. Only a short 5 minute grace period is allowed, after which latecomers are not admitted. Trainings with (5) Pre-Registered Participants or less may be cancelled.  Arrangements for needed accommodations may be made 1 week prior to class  Inclement Weather/Training Cancellation Line 277-1371 Evenings & Saturdays JULY 2016 - SIGN-UPS BEGIN JUNE 13th (You MUST attend all parts in a training series to receive a certificate) BERNALILLO COUNTY: 7/5,12,19,26 6:30-8:30pm Orientation to Intentional Teaching FOCUS Series - 4 Parts (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs) 7/5,12,19 3-5pm Promoviendo el Comportamiento Positivo Series - 3 Parts (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs) 7/6,13 6:30-8:30pm Interacciones Poderosas FOCUS Series - 2 Parts (4 Hour Certificate - Competencies: 1-2hrs, 5-2hrs) 7/6,13,20 6:30-8:30pm The Full Participation of Each Child FOCUS Series - 3 Parts (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs) 7/11,18,25 6:30-8:30pm Guiding Children w/Positive Discipline Series - 3 Parts (6 Hour Certificate - Competencies: 1-3hrs, 4-2hrs, 7-1hr) 7/11,18 6:30-8:30pm Joyful Family Engagement Series - 2 Parts (6 Hour Certificate - Competencies: 3-4hrs) 7/14,21,28 6:30-8:30pm Quality Early Childhood Programs for All Series - 3 Parts (6 Hour Certificate - Competencies: 3-2hrs, 4-1hr, 5-1hr, 7-2hrs) 7/16 9-11am Understanding Challenging Behavior In the Early Childhood Classroom - Part 1 7/16 11:30-1:30pm Understanding Challenging Behavior In the Early Childhood Classroom - Part 2 7/16 2-4pm Understanding Challenging Behavior In the Early Childhood Classroom - Part 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs) 7/18,25 10am-noon Communication Styles and Professionalism Series - 2 Parts (4 Hour Certificate - Competencies: 7-4hrs) 7/20,27 6:30-8:30pm Powerful Interactions - FOCUS Series - 2 Parts (4 Hour Certificate - Competencies: 1-1hr, 5-3hrs) 7/21,28 6:30-8:30pm Interculturalism: Addressing Diversity in Early Childhood - 2 Parts (4 Hour Certificate - Competencies: 1-2hrs, 4-1hrs, 5-1hr) 7/30 9-11am Under Pressure: Reflecting on Stress in the learning Environment - Part 1 7/30 11:30-1:30pm Under Pressure: Reflecting on Stress in the learning Environment - Part 2 (4 Hour Certificate - Competencies: 5-1.5hrs, 6-1.5hrs, 7-1hr) SANDOVAL, SOCORRO & VALENCIA COUNTIES: No Trainings Scheduled this Month REGISTERED and LICENSED FAMILY CHILD CARE HOME PROVIDERS Cariño is now offering trainings specifically for Family Child Care Home Providers on a variety of Early Childhood Topics. Please call 277-2510 for more information and/or to register. Please note this phone number is ONLY for family child care home providers. PARENT/FAMILY TRAININGS Cariño is now offering Early Childhood trainings specifically for Parents/Families. Please call 277-0593 for more information and/or to register. If you are a community agency, school, or other organization who works with parents we can also come to your site to provide training!
  8. 8. Cariño TTAP Early Childhood Page 8 UNM Cariño Early Childhood TTAP Training Calendar  Please call 277-1371 to sign up. Each individual participant must pre-register him/herself.  Please see legend below for corresponding competency areas.  Please arrive early/on time. Only a short 5 minute grace period is allowed, after which latecomers are not admitted.  Trainings with (5) Pre-Registered Participants or less may be cancelled.  Arrangements for needed accommodations may be made 1 week prior to class  Inclement Weather/Training Cancellation Line 277-1371 Evenings & Saturdays EARLY CHILDHOOD EDUCATION COMPETENCY AREAS 1. Child Growth Development & Learning 4. Developmentally Appropriate Content 7. Professionalism 2. Health Safety & Nutrition 5. Learning Environment & Curriculum Implementation 3. Family Community Collaboration 6. Assessment of Children & Programs AUGUST 2016 - SIGN-UPS BEGIN JULY 11th (You MUST attend all parts in a training series to receive a certificate) BERNALILLO COUNTY: 8/3,10 6:30-8:30pm Powerful Interactions - FOCUS Series - 2 Parts (4 Hour Certificate - Competencies: 1-1hr, 5-3hrs) 8/3,10,17,24 6:30-8:30pm Using Developmentally Appropriate Practice (DAP) to Guide your Teaching Strategies Series - 4 Parts (8 Hour Certificate - Competencies: 1-1.5hrs, 3-1hrs, 4-2hrs, 5-2hrs, 6-1hr, 7-.5hr) 8/4,11,18 10am-noon Professionalism in Early Childhood: Doing Our Best for Young Children Series - 3 Parts (6 Hour Certificate - Competencies:5-2hrs, 7-4hr) 8/4,11,18 3-5pm Best Practices in Early Childhood Series - 3 Parts (6 Hour Certificate - Competencies: 4-2hrs, 5-2hrs, 6-2hrs) 8/8,15 10am-noon Engaging Children Through Science & Nature Series - 2 Parts (4 Hour Certificate - Competencies: 1-2hrs, 4-2hrs) 8/8,15,22 6:30-8:30pm The Whole Child: Understanding Development Birth - Age 5 - 3 Parts (6 Hour Certificate - Competencies: 1-3hrs, 4-1.5hrs, 6-1.5hrs) 8/8,15,22 6:30-8:30pm The Full Participation of Each Child FOCUS Series - 3 Parts (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs) 8/9,16,23,30 6:30-8:30pm Introduction to Intentional Teaching FOCUS Series - 4 Parts (8 Hour Certificate - Competencies: 1-2hrs, 3-.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs) 8/9,16,23 6:30-8:30pm Quality Early Childhood Programs for All Series - 3 Parts (6 Hour Certificate - Competencies: 3-2hrs, 4-1hr, 5-1hr, 7-2hrs) 8/17,24,31 6:30-8:30pm Programas de Edad Temprana de Calidad para Todos Series - 3 Parts (6 Hour Certificate - Competencies: 3-2hrs, 4-1hr, 5-1hr, 7-2hrs) 8/18,25 6:30-8:30pm Andamiaje del Aprendizaje Series - 2 Parts (4 Hour Certificate - Competencies 4-1hr, 5-1hr, 6-1hr, 7-1hr) 8/27 9-11am Social-Emotional Strategies for Supporting Children with Challenging Behaviors - Part 1 8/27 11:30-1:30pm Social-Emotional Strategies for Supporting Children with Challenging Behaviors - Part 2 8/27 2-4pm Social-Emotional Strategies for Supporting Children with Challenging Behaviors - Part 3 (6 Hour Certificate - Competencies: 1-1hrs, 4-1hrs, 5-4hrs) VALENCIA COUNTY: 8/20 9-11am Infants & Toddlers at work: Using Reggio-Inspired Materials to Support Brain Development - Part 1 8/20 11:30-1:30pm Infants & Toddlers at work: Using Reggio-Inspired Materials to Support Brain Development - Part 2 8/20 2-4pm Infants & Toddlers at work: Using Reggio-Inspired Materials to Support Brain Development - Part 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs) SANDOVAL COUNTY: 8/6 9-11am Conscious Discipline - Part 1 8/6 11:30-1:30pm Conscious Discipline - Part 2 8/6 2-4pm Conscious Discipline - Part 3 (6 Hour Certificate - Competencies: 1-2hrs, 4-2.5hrs, 7-1.5hrs) SOCORRO COUNTY: No Trainings Scheduled this Month
  9. 9. Cariño TTAP Early Childhood Page 9 UNM Cariño Early Childhood TTAP Training Calendar  Please call 277-1371 to sign up. Each individual participant must pre-register him/herself.  Please see legend below for corresponding competency areas.  Please arrive early/on time. Only a short 5 minute grace period is allowed, after which latecomers are not admitted.  Trainings with (5) Pre-Registered Participants or less may be cancelled.  Arrangements for needed accommodations may be made 1 week prior to class  Inclement Weather/Training Cancellation Line 277-1371 Evenings & Saturdays EARLY CHILDHOOD EDUCATION COMPETENCY AREAS 1. Child Growth Development & Learning 4. Developmentally Appropriate Content 7. Professionalism 2. Health Safety & Nutrition 5. Learning Environment & Curriculum Implementation 3. Family Community Collaboration 6. Assessment of Children & Programs SEPTEMBER 2016 - SIGN-UPS BEGIN AUGUST 8th (You MUST attend all parts in a training series to receive a certificate) BERNALILLO COUNTY: 9/1,8,15,22,29 6:30-8:30pm Intermediate Intentional Teaching FOCUS Series - 5 Parts (10 Hour Certificate - Competencies: (1-2hrs, 3-2.5hrs, 4-2hrs, 5-1.5hrs, 6-1.5hrs, 7-.5hrs) 9/1,8,15 6:30-8:30pm Purposeful Play - 3 Parts (6 Hour Certificate - Competencies: (1-3hrs, 5-3hrs) 9/6,13,20 6:30-8:30pm Quality Early Childhood Programs for All - 3 Parts (6 Hour Certificate - Competencies: 3-2hrs, 4-1hr, 5-1hr, 7-2hrs) 9/7,14 10am-noon Trauma Adversity & Resilience Series - 2 Parts (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs) 9/7,14,21 6:30-8:30pm The Full Participation of Each Child - FOCUS Series - 3 Parts (6 Hour Certificate - Competencies: 3-2.5hr, 4-1.5hrs, 7-2hrs) 9/10 9-11am Guiando el Comportamiento de Bebés y Niños Pequeños Series - Parte 1 9/10 11:30-1:30pm Guiando el Comportamiento de Bebés y Niños Pequeños Series - Parte 2 (4 Hour Certificate - Competencies: 1-2hrs, 3-1hr, 4-1hr) 9/12,19,26 6:30-8:30pm Infant Toddler Environmental Rating Scales Series - 3 Parts (6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs) 9/13,20,27 6:30-8:30pm Math: Numbers, Shapes, Sizes & More! - 3 Parts (6 Hour Certificate - Competencies: 1-1hr, 4-1hr, 5-4hrs) 9/14,21,28 6:30-8:30pm Participacion Integral de Cada Niño FOCUS Series - 3 Partes (6 Hour Certificate - Competencies: 3-2.5hrs, 4-1.5hrs, 7-2hrs) 9/19,26 10am-noon Reflective Practice in Early Childhood: What is it and how can we do it? Series - 2 Parts (4 Hour Certificate - Competencies: 7-4hrs) 9/22,29 6:30-8:30pm Powerful Interactions FOCUS Series - 2 Parts (4 Hour Certificate - Competencies: 1-1hr, 5-3hrs) 9/24 9-11am Interculturalism: Addressing Diversity in Early Childhood - Part 1 9/24 11:30-1:30pm Interculturalism: Addressing Diversity in Early Childhood - Part 2 9/24 2-4pm Interculturalism: Addressing Diversity in Early Childhood - Part 3 (6 Hour Certificate - Competencies: 3-2hrs, 4-2hrs, 6-2hrs) SANDOVAL, SOCORRO & VALENCIA COUNTIES: No Trainings Scheduled this Month REGISTERED and LICENSED FAMILY CHILD CARE HOME PROVIDERS Cariño is now offering trainings specifically for Family Child Care Home Providers on a variety of Early Childhood Topics. Please call 277-2510 for more information and/or to register. Please note this phone number is ONLY for family child care home providers. PARENT/FAMILY TRAININGS Cariño is now offering Early Childhood trainings specifically for Parents/Families. Please call 277-0593 for more information and/or to register. If you are a community agency, school, or other organization who works with parents we can also come to your site to provide training!
  10. 10. Other Cariño EC TTAP Learning Opportunities 45 HOUR EARLY CHILDHOOD ENTRY LEVEL COURSE Call for July - September 45 HOUR Schedule. $40 money order or company check required to register (No Cash). Must register with Cariño 277-1371. REGISTERED and LICENSED FAMILY CHILD CARE HOME PROVIDERS—NEW!!! Cariño is now offering trainings specifically for Family Child Care Home Providers on a variety of Early Childhood Topics. Please call 277-2510 for more information and/or to register. PARENT/FAMILY TRAININGS—NEW!!! Cariño is now offering trainings specifically for Parents/Families on a variety of Early Childhood Topics. Please call 277-0593 for more information and/or to register. If you are a community agency, school, or other organization who works with parents we can also come to your site to provide training! CARIÑO EC TTAP ELECTRONIC NEWSLETTER REQUESTS Would you prefer to receive the Cariño newsletter via email? If yes, please send your request to mkaspari@unm.edu. Indicate in the subject line “Electronic Newsletter Request” and you will be added to our email distribution list. Other Community Learning Opportunities CNM 45 Hour Courses & Early Childhood Credit Courses Please call Alicia West at 224-5200 for 45-Hour course info or CNM Registration at 224-3214 for courses offered. UNM Continuing Education Early Childhood Services Center Online Courses The UNM ECSC is now offering online trainings for the Intentional Teaching training series. For more information please contact Heather Christopher at 250-6923 or hchristo@unm.edu. UNM Cariño Early Childhood TTAP Training Guidelines! UNM Cariño EC trainings fill up fast! Be sure to read, understand & follow these guidelines: 1. Please sign up (277-1371) before the training so we will be expecting you and have a chair reserved. 2. Please leave a DETAILED voicemail message with your name, Child Care program name and day time phone number and your call will be returned in the order it was received. Cariño’s registration system ensures that spaces are filled on a first come first served basis. 3. You will receive registration confirmation via phone with training details, location, etc. 4. Please note that you may no longer call to pre-register for other participants. Each individual must pre-register herself/himself. 5. You may sign up for more than 1 training at a time (maximum 3 per month), but PLEASE show up if you sign up. If you “no show” without cancellation ahead of time, you may automatically lose any future reservations you may have had. 6. Each Child Care center is respectfully asked to not sign up more than three participants per training, so as to al- low more centers and family child care home providers to participate. 7. Certificates are issued at the end of each training and will not be issued early under any circumstances. 8. Plan to arrive on time. Only a short “grace period” of 5 minutes is allowed, after which latecomers will not be admitted. 9. No children are allowed; as Early Childhood professionals we believe that this is not an appropriate setting for children and we are not able to accommodate them with toys or room to play. In addition, children can be a distraction to the presenter as well as to training participants. 10. Any disruptive or inappropriate behavior will NOT be tolerated and at the discretion of the trainer you may be asked to leave 11. Cell phone calls are not permitted during the training. Please turn your cell phone to silent or off. 12. Trainings with (5) pre-registered participants or less may be cancelled. 13. Inclement weather/training cancellation Line 277-1371 evenings & Saturdays. 14. No food or drink is allowed in the Cariño EC TTAP classroom so please plan accordingly. Cariño TTAP Early Childhood Page 10
  11. 11. You Are Your Child’s First Teacher  Gain insight on how young children develop and grow  Discover how attachment & relationships are related to healthy development  Learn how to continue forming lasting bonds with your child  Find out that what children see...children will do!  Plan activities with awareness & love in the home as well as out-and-about town For more information and/or to set up a class call 505-277-1371 UNM Cariño Early Childhood TTAP Early Childhood Services Center UNM Continuing Education 1634 University Blvd Albuquerque, NM 87102 Supportive Educational Resources Provided to Families (Based on availability) SHARE EXPLORE LEARN PARENT TRAININGS are now being offered by Cariño Early Childhood Training & Technical Assistance Program (TTAP) Cariño TTAP Early Childhood Page 11
  12. 12. Cariño TTAP Early Childhood Page 12 How to Create a Glitter Jar for Kids The Glitter Jar Represents the Mind Settling by Christopher Willard Children, especially struggling ones, tend to act out their difficulties rather than share them in words. We adults are often only marginally better. When words are unavailable, it helps to find other ways to demonstrate the connection between thoughts, feelings, and behaviors. A glitter jar is one of the most powerful visual metaphors for that connection; it illustrates how mindfulness—the cultivation of stillness in the face of swirling chaos of life—affects us. In this practice, you can actually make a glitter jar. At first I used to do this practice only with young kids, but I’ve since found that even teens and even adults enjoy it.  You can use a mason jar, a spice jar, or even a plastic water bottle for this practice. Be sure to use glitter that sinks rather than floats. Adding some glycerin to the water slows down the fall of the glitter.  Fill the jar to the top with water. Have your children pick three colors of glitter: one to represent thoughts, one to represent feelings, and one to represent behaviors (or “urges to do things”). Drop a few pinches of each color glitter into the water, which represents their mind, and maybe a few drops of food coloring. Seal the jar with its lid or duct tape.  Ask the children what kinds of things will make the glitter in the jar swirl. Encourage answers that reflect distressing events (fights with siblings, losing in sports) and positive ones (getting a good grade, making a new friend), events in the foreground (sick siblings) and events in the background (scary stories on the news).  With each event they name, swirl and turn the jar, demon- strating how it becomes difficult to keep track and see clearly what our thoughts, feelings, and urges are. Your script can go something like this:  The jar is like our mind, and each color of glitter represents something different in our mind.  Let’s put in red for thoughts, gold for feelings, and silver for urges to do things. (Pour in a little bit of glitter with each comment.)  Now we seal up the jar. (Put the lid on the jar and seal it.) Then we start our day.  We wake up, and things are pretty settled. We can see that clearly. (Show how all the glitter has settled on the bottom of the jar.)  But pretty soon, things start swirling around. Maybe we are running late (swirl the jar). Our big sister eats the last pancake for breakfast, and it leads to a fight (shake the jar). We hear scary things on the news in the car ride to school (swirl the jar). We get to school, and find out we aced the test (shake the jar).  Now it’s only a few minutes into the school day, and we can’t see clearly because all of our thoughts and feelings and urges are getting in the way.  So what is the one thing we can do to get the glitter to settle and see clearly again?  Be still! And what happens when we are still? We can see clearly again.
 There is also no way to rush being still. We can’t push all the glitter down to the bottom. We just have to watch and wait. No amount of effort will make it settle sooner.  When things become clear, we’ll know the wise next thing to do. In fact, that’s one definition of wisdom: seeing things as they are and choosing how to act.  While we wait, does the glitter go away? No, it stays at the bottom. Our thoughts and feelings and urges are still in our minds, but they are no longer in our way, clouding our vision. A finished glitter jar can serve as a visual timer for other practices, such as breathing practices. For example, you can shake the jar and say: “Let’s do some mindful breaths until the glitter settles.” Some families use the jar as a “calm-down jar,” to mark and measure calm-down time. Ideally, the entire family can use the calm-down jar together when there is a conflict: “We are all upset with lots of thoughts and feelings rights now. So let’s all take a break until the glitter in the calm-down jar has settled and then start talking again.” This article was adapted from Dr. Christopher Willard’s upcoming book Growing Up Mindful, available June 2016.
  13. 13. Cariño TTAP Early Childhood Page 13 Mission: Graduate and the City of Albuquerque has invited the UNM Cariño Toy Lending & Resource Library to participate in their 2016 Albuquerque Summer Learning Adventure and Launch to Learn program! With the Adventure Passport, students will engage in fun summer enrichment activities across the greater Albuquerque area and in their homes. After collecting passport stamps children can redeem their Adventure Tokens for prizes! Launch to Learn is aimed to reduce summer learning loss by encouraging and rewarding students and families who participate in summer learning activities using a Passport approach. How it works:  View the list of Exploration Stations (missiongradutatenm.org) to find out more info about free and low cost activities to do this summer. (Type “launch to Learn” in web search bar)  Visit different Exploration Stations (with your family, school, or summer program) and on your way out ask them to stamp your passport.  Complete the DIY Exploration Activities at home, with your school or with your summer program.  Redeem the Adventure Tokens for prizes after completing at least 8 activities on the corresponding page. Misión : Graduados y la ciudad de Albuquerque ha invitado a la Biblioteca Juguetes y Recursos de UNM Cariño para participar en su programa del 2016, Aventura de Aprendizaje de Verano y Lanzamiento de Aprendizaje! Con el Pasaporte de Aventura, los estudiantes partici- parán en divertidas actividades de verano de enrique- cimiento en todo el área metropolitana de Albuquerque y en sus hoga- res. Después de recoger sellos en sus pasaporte, recibirán Fichas de Aventura para obtener premios! Lanzamiento de Aprendizaje está dirigi- do para reducir la pérdida de enseñanza durante el verano alentando y recompensando a los estudiantes y las familias que participan en activi- dades de aprendizaje de verano al utilizar un enfoque de pasaporte. Cómo funciona:  Vea la lista de las estaciones de exploración (missiongradutatenm.org) para obtener más información sobre las actividades gratuitas o a bajo costo en las que pueden participar este verano .  Visite diferentes estaciones de exploración (con su familia , la es- cuela o programa de verano ) y al salir pida que sellen su pasapor- te.  Complete las actividades de exploración de bricolaje en casa, con su escuela o con su programa de verano .  Cambie las Fichas de Aventura por premios después de completar al menos 8 actividades en la página correspondiente. The UNM Cariño TTAP Toy Lending & Resource Library is pleased to announce that Cariño received a major donation of new children books. These books will help support of The Molina Foundation’s local efforts to promote literacy at home and help close the “word gap” impacting youths in undeserved communities. Share a Story is an effort by The Molina Foundation in locales across the country to highlight the importance of literacy for children of all linguistic and cultural backgrounds. It is geared to coincide with the nationwide annual celebrations of El Dia de los Niños/ Dia de Los Libros (Children’s Day/Book Day), an initiative of the Association for Library Service to Children to encour- age storytelling and book reading. La Biblioteca de Juguetes y recursos UNM Cariño TTAP se complace en anunciar que hemos recibido una importante donación de nuevos libros para niños en apoyo de los esfuerzos locales de la Fundación Molina para promover la alfabetización en el país y ayudar a cerrar la "brecha de la pa- labra" que afectan a los jóvenes en las comunidades marginadas. Compartir una historia en un esfuerzo de la Fundación Molina en lugares de todo el país para poner de relieve la importancia de la lectura para los niños de todos los orígenes lingüísticos y culturales . Está orientado para coincidir con las celebraciones anuales en todo el país de El Día de los Niños / Día de los Libros, una iniciativa de la Asociación de Servicios de Bibliotecas para Niños para fomentar la narración y lectura de libros.
  14. 14. Page 14 Cariño TTAP Early Childhood Library Section: Preschool Toy Name: Blocks Helpful Teacher Tips Help children learn more with purposeful play: Block play is a valuable learning tool for young children of all ages. By setting aside an area for block play within the childcare space, childcare providers are creating an area for imaginative cooperative play. Children playing with blocks are practicing a wide variety of developmental skills, including manipulating objects, creating structures, and working together. Block Play Supports Children's Development Block play enhances young children’s development across several different domains. Look for the following skills as children interact with blocks:  Physical development: Infants and toddlers using blocks are practicing their grasping and hand manipula- tion skills. Preschoolers and school-age children can refine their gross motor and fine motor skills by building complex structures that require balance, a steady hand, and hand-eye coordination.  Cognitive skills: Children working with blocks have a chance to use their ideas to produce real structures. Building complex block structures requires children to understand a variety of math concepts, including size, shape, number, order, area, length, pattern, and weight. Children can practice comparison, measure- ment, and classification, among other essential thinking skills.  Language development: The block area is an ideal place for children to practice new vocabulary by using words to describe types of buildings, shapes, and struc- tures. When planning a structure together, children must use verbal communication skills. Child care providers can enhance language skills in the block area by using new vocabulary words, encouraging children to describe their structures and building process, as well as encouraging children to write stories about the structures they create.  Social and emotional skills: When working together in the block area, children begin to practice negotiation. They get experience following rules, sharing their ideas and insights, and looking at the world from the points of view of others. Sección de Biblioteca: Preescolar Nombre de juguete: Bloques Consejos útiles para Maestros: Ayude a los niños a aprender más con el juego con propósito: El juego con bloques es una valiosa herramienta de aprendizaje para niños pequeños de todas las edades. Al dejar un área para jugar con bloques dentro del espacio de cuidado de los niños, se crea una área de juego coope- rativo e imaginativo. Los niños que juegan con bloques están practicando una amplia variedad de habilidades de desarrollo, incluyendo la manipulación de objetos, la creación de estructuras, y el trabajo en equipo. El Juego con Bloques Apoya el Desarrollo de los Niños El juego con bloques mejora el desarrollo de los niños pequeños a través de varios dominios diferentes. Observe las siguientes habilidades mientras los niños interactúan con los bloques:  Desarrollo físico: Los bebés y niños pequeños que utilizan bloques están practicando sus habilidades de motricidad fina y manipulación de la mano. Niños de edades preescolares y niños de edad escolar pueden refinar sus habilidades de motores y motoras finas mediante la construcción de estructuras complejas que requieren equilibrio, usando las manos firmemente, y la coordinación mano-ojo.  Habilidades cognitivas: Los niños que trabajan con bloques tienen la oportunidad de utilizar sus ideas para producir estructuras reales. La construcción de estruc- turas de bloques complejos requiere que los niños comprendan una variedad de conceptos matemáticos, incluyendo el tamaño, forma, número, orden, área, longitud, modelo y peso. Los niños pueden practicar la comparación, medida y clasificación, entre otras habilidades de pensamiento esenciales.  Desarrollo del lenguaje: El área de bloques es un lugar ideal para que los niños practiquen el vocabulario mediante el uso de palabras para describir tipos de edificios, formas y estructuras. Al planificar una estruc- tura en conjunto, los niños deben usar habilidades de comunicación verbal. Padres o proveedores de cuidado infantil pueden mejorar las habilidades lingüís- ticas en el área de bloques mediante el uso de nuevas palabras de vocabulario, animar a los niños para describir sus estructuras y su proceso de construcción, y animar a los niños a escribir historias sobre las estructuras que crean.  Habilidades sociales y emocionales: Al trabajar juntos en el área de bloques, los niños comienzan a practicar la negociación. Obtienen experiencia después de reglas, compartiendo sus ideas y puntos de vista, y ver el mundo desde el punto de vista de los demás. Toy Lending & Resource Library Spotlight/Biblioteca de Juguetes y Recursos
  15. 15. Parent Play Groups! The UNM Cariño Toy Lending & Resource Library is now offering a wide variety of playgroups in our beautiful library. Our play space is filled with educational toys, games, materials, and supportive supplies, and book allowing children to make choices and providing many learning opportunities. Parents and caregivers of young children (birth to 5 years of age) are invited to bring their youngsters and join together to play, read, create, sing, and have snacks. Participation in all playgroups is free and requires no prior registration, you can simply drop in. A library staff member or volunteer will facilitate the playgroups. Our play space is also available for use by children accompanied by an adult when there is no playgroup/organized activity in session. If You Have Questions Please Call Paloma Gonzalez-Delgado at 505-224-5018 _______________________________________________________ Grupos de Juego Para Padres! La Biblioteca de Juguetes y Recursos de UNM Cariño está ofreciendo una amplia variedad de grupos de juego en nuestra hermosa biblioteca. Nuestro espacio de juego cuenta con juguetes educativos, materiales, recursos de apoyo, y libros que ofrecen a los niños varias opciones y muchas oportunidades de aprendizaje. Se invita a los padres y educadores de niños pequeños (desde el nacimiento hasta los 5 años de edad) que traigan a sus niños y se unan para jugar, leer, crear, cantar y disfrutar de aperitivos. La participación en todos los grupos de juego es gratis y no requiere inscripción previa, sólo tiene que presentarse, y un miembro del personal de la biblioteca o voluntario le facilitará los grupos de juego. Nuestro espacio de juego también está disponible para el uso de niños acompañados por un adulto cuando no hay grupo de juego u actividad organizada en sesión. Si Tiene Alguna Pregunta Por Favor Llame a Paloma González-Delgado 505-224-5018 UNM Cariño EC TTAP South Valley Office and Library CNM SV Campus 5816 Isleta Blvd SW Albuquerque, NM 87105 Play Group Days and Times 1st Thursday of Month (English) 3rd Thursday of Month (Spanish) 10:00am to 12:00pm Cariño TTAP Early Childhood Page 15
  16. 16. CariñoEarlyChildhoodNews Non-Profit Organization U.S. Postage PAID Albuquerque, NM Permit No. 39 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 Cariño Early Childhood TTAP Toy & Resource Lending Library The library toys encompass all areas, ages and stages of development. Additionally, the library features a well-rounded resource section, which offers early care providers supportive literature and activity ideas to further child development, teaching strategies and making learning fun! Location: CNM South Valley Campus 5816 Isleta Blvd SW Albuquerque, NM 87105 224-5018 Hours of Operation: Tuesday and Thursday 12 pm - 7 pm Friday 9 am - 4:30 pm First Saturday of each month from 9 am - 1 pm UNM Cariño Early Childhood News is published on a quarterly basis. Inside this issue you will find the Cariño Training Calendars for July, August & September 2016

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