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
Volume20,Issue4
4thQuarter2014-2015
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

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

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

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
teachable-moments-going-walk
Teachable Moments at the Grocery Store
teachable-moments-grocery-store

Page 5
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.

Cariño Early Childhood NewsPage 6
The New Mexico Training & Technical Assistance Programs (TTAPs) will be supporting the New Mexico
FOCUS quality improvement initiative by offering trainings in our community that are OPEN TO EVERYONE!
Below you will find descriptions for each FOCUS training. These trainings are offered throughout the calendar year and are
specifically designated as “FOCUS” related. See pages 7-9 for specific dates, times and registration information.
PLEASE NOTE: The FOCUS Intentional Teaching Series must be taken in order
POWERFUL INTERACTIONS (4 Hr Series)
The book Powerful Interactions, written by A. Dombro, J. Jablon, & C. Stetson, provides the foundation for this 4-hour training about
practical and influential ways to interact with young children. Join us as we explore a number of practical insights and strategies that
can help to increase our effectiveness as educators of young children.
FULL PARTICIPATION OF EVERY CHILD (6 Hr Series)
This training provides you with insights, tools, and strategies to promote engagement in play, learning, and development for each
young child. The training emphasizes evidence-based practices for supporting children who are culturally and linguistically diverse,
and strategies for overcoming biases to build trusting and collaborative partnerships with families.
ORIENTATION TO INTENTIONAL TEACHING PART 1 (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
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
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
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

 Trainings with (5) Pre-Registered Participants or less may be cancelled.
MAY 2015 - SIGN-UPS BEGIN APRIL 13th
BERNALILLO COUNTY:
5/4, 11, 18 6:30-8:30pm Full Participation of Each Child - FOCUS 3 Parts
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

Page 9
 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
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 mkaspari@unm.edu.
Indicate in the subject line “Electronic Newsletter Request” and you will be added to our email distribution list.
Other Community Learning Opportunities
CNM Workforce 45 Hour Courses & Early Childhood Credit Courses:
Please call Alicia West at 224-5204 for 45-Hour course info or CNM Registration at 224-3214 for courses offered.
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.
Page 10 Cariño Early Childhood News

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.

Page 13
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.

Page 14
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
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

CariñoEarlyChildhoodNews
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.

Cariño Early Childhood TTAP Newsletter 4th Quarter 2014-2015

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Cariño Early Childhood TTAP Newsletter 4th Quarter 2014-2015