Cariño Early Childhood TTAP Newsletter - 3rd Quarter 2016

Inside this issue:
Toddlers and Challenging Behaviors: Why They Do It and How to Respond Page 2
Toddlers and Challenging Behaviors Continued from page 2 Page 3
Show Children You LOVE Them Through Reading, Bird Watching Page 4
Family Centered Principles, Parent Training Opportunities 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
Community Events for All! Page 11
Observation: The Key to Understanding Your Child Page 12
Observación: La Clave para Entender a tu Niño Page 13
Toy Lending & Resource Library Spotlight! Page 14
Cariño Library Parent Play Groups Page 15
Volume22,Issue3
3rdQuarter2016-2017
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 277-1592
Alei Garcia 277-0082
Mandee Lamoreux 277-2510
Julian Maietta 277-1348
Tatiana Roman Rodriguez 277-0271
Luisa Chavez Scott 277-1000
Jackie Shipley 277-0271
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.
5 Tips to Inspire lifelong Readers!
By Julian Maietta
Reading with a child creates opportunities for building relationships and
strengthening cognitive development. For these reasons, sharing a
story can be viewed as an introduction to new concepts and moments
to reinforce vocabulary, memory, and sequencing. By offering a print
rich environment your child’s neural pathways will grow stronger and
they will develop a passion for literature.
Here are some quick tips to consider:
Make a routine, try to share at least one book every day. Sharing a
book can be a nice way to start and finish the day. A comfortable and
favorite reading place can be part of the routine.
 Put away electronic devices so that the child can focus and you
can be present in the moment.
 Involve the child by encouraging dialogue about the pictures and
repeating familiar words.
 Try out funny noises and sounds – play and have fun!
 Create opportunities for the child to choose the book. Be pre-
pared to read favorite books over and over again!
Sharing language and illustrations with a child can be a special
time to continue to grow and playfully learn together.
For more information check out:
Reading Rockets, a national multimedia literacy initiative.
http://www.readingrockets.org/

The year between age 2 and age 3 is an exciting one. Toddlers
are realizing that they are separate individuals from their par-
ents and caregivers. This means that they are driven to assert
themselves, to communicate their likes and dislikes, and to act
independently (as much as they can!). Toddlers are also devel-
oping the language skills that help them express their ideas,
wants, and needs.
At the same time, toddlers do not understand logic and still
have a hard time with waiting and self-control. In a nutshell:
Two-year-olds want what they want when they want it. This is
why you may be hearing things like “no” and “me do it” and “no
diaper change!” more than ever before.
Learning to Handle Strong Feelings
As a parent, your job is to help your young
toddler navigate the tide of strong emotions
she is experiencing this year. This is no small
task, because the emotional lives of 2-year-
olds are complex. This year they are begin-
ning to experience feelings like pride, shame,
guilt, and embarrassment for the first time.
Older toddlers are a lot like teenagers. Their feelings may swing
wildly from moment to moment. They may be joyful when get-
ting a popsicle and then despair when it drips on their hands. So
toddlers really need your loving guidance to figure out how to
cope with their emotions. Your child is struggling with this
when:
 He has a meltdown when you can’t understand his words
 She says no when she means yes (you are offering her a
favorite treat)
 He gets so angry that he might throw a toy
 She cannot settle for a substitute-if the purple pajamas are
in the wash, she is inconsolable (even though you have
offered the pink ones, the polka dot one, the ones with the
cupcake patch on the front, etc.)
 He acts out when frustrated-will give up or get angry when
he can’t figure out how to make the jack-in-the-box work
Your child is learning to manage strong feelings when he:
 Uses words or actions to get yuour attention or ask for help
 Talks to himself in a reassuring way when he is frustrated or
frightened. For example, he might say to himself, Daddy
will come back, after you drop him off at child care. Or, I can
build this again after his block tower collapses
 Re-enacts a stressful event, like a doctor’s visit
 Uses words like I’m mad rather than throwing or hitting
 Tells you the rules or shows that she feels badly about
breaking rules. For example, your child might say no to
herself as she does something off-limits, like opening the
fridge. Or he might tell you at the park, Don’t walk in front
of the swings.
Practicing Self-Control
When you see challenging behavior, it usually means that your
child can’t figure out how to express her feelings in an accepta-
ble way or doesn’t know how to get a need met. What helps
your child learn is when your response shows her a different,
more constructive way to handle these feelings.
Learning to cope with strong feelings usually happens naturally
as children develop better language skills in their third year and
have more experience with peers, handling disappointment, and
following rules. Although children won’t completely master self
-control until they are school-age (and practice it all their lives!),
here are some ideas for helping your toddler begin to learn this
important skill:
TALK ABOUT FEELINGS AND HOW TO COPE.
Read books and notice aloud how the characters are feeling:
The dog is really happy that he got a bone. And share your own
feelings: I just spilled the baby’s milk. I feel really frustrated! Will
you help me wipe it up? Wow, it feels so good to have your help.
When your child can label how he is feeling, it helps him gain
control over his emotions and communicate them to others.
Once your child has named his feelings, you can suggest what
he might do to feel better or solve the problem. This helps him
learn what to do in the future when he faces a similar challenge.
For example, if he is sad because his grandparents just left after
a 2-week visit, you can suggest looking at photos of them or
drawing them a picture.
OFFER YOUR CHILD IDEAS FOR HOW TO MANAGE STRONG
EMOTIONS.
Young children need guidance when it comes to figuring out
how to deal with big feelings like anger, sadness, and frustra-
tion. So when your child is really angry, validate what he is ex-
periencing: You are really angry right now because I said no more
television.
Then suggest that he jump up and down, hit the sofa cushions,
rip paper, cuddle up in a cozy area for alone time, paint an angry
picture or some other strategy that you feel is appropriate.
What’s important is to teach your child that there are many op-
tions for expressing his feelings in healthy, non-hurtful ways.
EMPATHIZE WITH YOUR CHILD.
It’s okay to let her know that you understand the choices she is
being offered are not the ones she wants: We have to leave now
to go to Ms. Kelly’s house. I know you want to stay home with
Daddy. You miss me and I miss you during the day. But staying
home is not a choice today. Daddy has to go to work. But when
we get home, we will finish the puzzle we started and have a yum-
my dinner. Do you want to get into the car seat yourself or do you
want me to put you in?
Toddlers and Challenging Behavior: WhyThey Do It and How to Respond

Page 5
Continued from page 2
GIVE YOUR CHILD A VISUAL AID TO MAKE WAITING
EASIER.
If your child has to wait until his oatmeal has cooled down, show
him the steam rising from the bowl. Tell him that when the
steam goes away, you can test the oatmeal on a spoon to see if
it is cool enough. If you need to help your child brush her teeth
for 2 minutes each day, use an egg timer so she can watch the
countdown. Need 10 minutes to fold some clothes? Set a kitch-
en timer so that your child can keep track.
Timers are also great tools for helping children learn to share.
Give them each a few minutes-using the timer-to play with a toy
they both want, like the shiny new tricycle parked out back. It’s
also helpful to state the obvious: It’s hard to wait sometimes,
isn’t it?
LET YOUR CHILD MAKE CHOICES APPROPRIATE TO HER
AGE.
Some examples include: what to wear (perhaps offer 2 choices)
and what to eat (within reason), what to play, who to play with.
This gives her a feeling of control and supports her growing con-
fidence and sense of competency (the belief that “I can do it”).
Offering choices also helps head off the “Not That One” game
where you keep offering your child different things and he keeps
saying “Not that one, the other one!” Instead, try giving your
child 3 choices and let him pick: You can have an apple, a string
cheese, or a bagel for snack. What sounds good to you?
LOOK FOR WAYS TO HELP YOUR CHILD “PRACTICE” SELF-
CONTROL.
There are many daily moments when you can teach your child
this skill. For example, games that require turn-taking are great
for practicing how to wait and share. Rolling a ball back and
forth is an example. This game gives children the chance to
wait and control their impulse to grab the ball. You can also
take turns hitting a soft foam ball off a tee.
Or try acting out a story. Pretend play offers many chances to
wait, take turns, and negotiate as children decide how the story
will unfold. Another idea is playing “sharing music” where each
of you chooses an instrument to play and set an egg-timer for 1
minute. When the timer goes off, switch instruments and set
the timer again.
Adapted from ZERO TO THREE:
National Center for Infants,
Toddlers and Families
Toddlers and Challenging Behavior: WhyThey Do It and How to Respond
The first step in any
discipline encounter is to
take a deep, calming
breath. Three deep breaths
shut off the fight or flight
response in the body.
The four core active
calming techniques used
in Conscious Discipline are
S.T.A.R., balloon, pretzel
and drain.
Teach these techniques
to children, post images
of them in your Safe
Place and find ways to
incorporate them into daily
activities.
Becky Bailey’s Conscious
Discipline Website https://
consciousdiscipline.com/
resources/safe
_place_breathing_icons.asp

You Are Special by Fred Rogers
 A compilation of sayings and wise thoughts from
America's most beloved neighbor, Mr. Rogers.
Smiling at Yourself by Allen Mendler
 A handbook with a sensitive affirming approach, written
for caring adults to assist children in understanding what
stress is and what they can do about it.
Seven Times the Sun by Shea Darian
 A unique and creative guide to help parents and children
turn simple moments into loving, consistent rituals
forging a strong family bond.
Things to Make and Do for Valentine's Day by Tomie de
Paola
 A little book of jokes, games and things to make.
Rosie Rabbit's Valentine Day by Harriet Ziefert
 An interactive board book with removable vinyl stickers
children can arrange to participate in the story.
February Idea Book by Karen Sevaly
 A creative idea book of seasonal projects and activities
from Teacher's Friend Publications.
Very Young Verses
 An anthology of children's poems to celebrate everyday
occurrences and special events.
Encouraging a Young Birdwatcher
Encouraging children to be backyard scientists helps them learn new facts. So much is still
unknown about the way birds live that any careful observer can gather new information of scientific
value. Now is the time when children are young to help them set up their very own lab and begin
gathering information. Set up different feeding spots with varied sorts of feed so that a child will
have a range of variables for observation: sunflower seeds in hanging feeders, or mixed seed and
cracked corn scattered on the ground. Try putting some feed in an onion bag and tie it to a tree
branch.
Next, allow the children to observe the feeding spots and pick three different species to watch over
the next few weeks. Don’t worry about the birds’ proper names: “the blue one with the point on
his head,” “the little black and white bird,” or “the one that hangs upside down on the pole feeder,”
will do just fine.
Choose a few favorite birds and encourage the children to draw pictures of them. This is a good
way to interest children in honing their skills of perception. Binoculars and cameras are helpful
tools for enabling close observation. Don’t rush to the library for a book right away; let young
scientists learn to see and record the information first hand. Encourage older children to add a
written description below the drawing indicating the bird size, shape, and coloring.
Once the drawings and descriptions are in place, encourage them to ask
questions about the specific bird species: When do they come? Do they
arrive in a flock or alone? Do they eat at the hanging feeder or on the
ground? How do they eat? Do they take seed away from the feeder or eat
on the spot? Nurturing an appreciation for birds can develop into a lifelong
interest in science!
What better way to show children that you LOVE them than to
spend some time reading a book together!

Page 5
UNM CE NewMexicoKids Resource and Referral Services
Do you have a young child or know someone that does? Today's diverse New Mexican families
face many challenges. But you don't have to do it all on your own. Get the support you need now!
NewMexicoKids Resource and Referral is a free statewide service dedicated to:
 Providing a calm and respectful ear when you need someone to talk to about
raising a child.
 Helping you locate child care in your area and connecting you to child care
assistance.
 Connecting you with a free "parenting coach", or home visitor, that can help
you navigate the first years of being a parent or guardian.
 Finding free or low-cost family activities and programs in your area.
 Informing you of services to help you feel safe and supported.
 Locating food and nutrition programs for you and your child.
 Connecting you with other community resources and services
If you are interested in receiving referrals or in adding your service to the Resource & Referral
Database call toll free 1-800-691-9067 or visit www.NewMexicoKids.org today!
PARENT TRAININGS
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
and 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
FAMILY CENTERED
PRINCIPLES
 Family perspectives and
values are shaped by
experience and cultural
background.
 A child is first a member of a family in
a community.
 Programs welcome families and are shaped
by families.
 Families and professionals must work
together with mutual trust and respect.
 The family is the child’s first and best
advocate.
 Families decide what services they need.
 Family support is integral to meeting
children’s needs.

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.
EXPLORING THE FOUNDATIONS (2 Hrs)
This training provides a first look at the NM Early Learning Guidelines (ELGs) and the Authentic Observations Documenta-
tion Curriculum Planning (AODCP) process. The module is designed for individuals new to working with the ELGs and/or
new to the AODCP process. Content will include an introduction to the terms and definitions used in the NM ELGs, the
history of the ELG, and an overview of the Foundational Principles. Participants will practice using observation as a tool
for documentation, curriculum planning, and communicating with families.
PUTTNG IT INTO PRACTICE (4 Hr Series)
This is the second part of the ELG/AODCP series and is designed for individuals who are familiar with the history of the
ELG’s and have a basic understanding of what Authentic Observation means. Learning will be centered on formulating a
process cycle for observation, documentation, and process planning as well as starting the reflective process.
WEAVING IT ALL TOGETHER (4 Hr Series)
The last part of the ELG/AODCP series is designed for individuals who have experience working with the ELGs and the
AODCP process. Participants will explore the Developmental Interaction Approach and how it relates to the NM ELG;
family and community engagement ; and inclusive practice and understanding diversity and individualization.
HOW ARE CHILDREN LEARNING THROUGH PLAY? (2 Hrs)
This module is designed for individuals who are new to working with young children or who are unfamiliar with the
concepts and research on play based learning. This module is designed to break down certain concepts into smaller
components to help make better sense of a bigger idea. The conversation will begin by introducing basic concepts of
how children learn through play and exploring the role of the adult in that play..
YOUR BABY’S AMAZING BRAIN
Babies begin learning about the world around them from the moment they are born!
During part 1 of this series we will learn about the basic development and the
Functions of the baby brain. Part 2 will provide information on how to support
brain development and learning (birth to 5 year) and Part 3 will show different
examples of supporting brain development.
Sign up for our next series on March 22nd & 29th!
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

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
JANUARY 2017 - SIGN-UPS BEGIN DECEMBER 5th
(You MUST attend all parts in a training series to receive a certificate)
BERNALILLO COUNTY:
1/3,10 6:30-8:30pm Facilitating Play in Infant-Toddler Environments - 2 Parts
(4 Hour Certificate - Competencies: 4-2hrs, 5-2hrs)
1/4 6:30-8:30pm Exploring the Foundations: A First Look at the NM ELGs & AODCP - FOCUS Beginner Series
(2 Hour Certificate - Competencies: 1-.5hr, 3-.5hr, 4-.5hr, 5-.5hr)
1/5,12 6:30-8:30pm Powerful Interactions - FOCUS Series - 2 Parts
(4 Hour Certificate - Competencies: 1-1hr, 5-3hrs)
1/10,17,24 10am-noon Excellence in Early Childhood - 3 Parts
(6 Hour Certificate - Competencies: 5-1hr, 6-1hr, 7-4hrs)
1/11 6:30-8:30pm How are Children Learning Through Play? - FOCUS Beginner Series
(2 Hour Certificate - Competencies: 1-1hr, 4-1hr)
1/11,18,25 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)
1/12,19,26 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)
1/17,24,31 6:30-8:30pm The Full Participation of Each Child FOCUS Series - 3 Parts
1/18,25 6:30-8:30pm Putting it into Practice - FOCUS Intermediate Series - 2 Parts
(4 Hour Certificate - Competencies: 1-.5hr, 3-1hr, 4-1hr, 5-.5hr, 6-.5hr. 7-.5hr)
1/19,26 6:30-8:30pm Trauma & Toxic Stress in Early Childhood - 2 Parts
(4 Hour Certificate - Competencies: 1-2hrs, 4-1hr, 7-1hr)
1/21 9-11am NAEYC Ethics in the Early Childhood Profession - Part 1
1/21 11:30-1:30pm NAEYC Ethics in the Early Childhood Profession - Part 2 (6 Hour Cert - Competencies: 3-2hrs, 7-4hrs)
1/21 2-4pm NAEYC Ethics in the Early Childhood Profession - Part 3
1/28 9-11am Comprendiendo el Síndrome de Bebe Sacudido - Part 1
1/28 11:30-1:30pm Comprendiendo el Síndrome de Bebe Sacudido - Part 2 (4 Hour Cert - Competencies: 2-3hrs, 3-1hr)
VALENCIA COUNTY:
1/28 9-11am Quality Early Childhood Programs for All - Part 1
1/28 11:30-1:30pm Quality Early Childhood Programs for All - Part 2
1/28 2-4pm Quality Early Childhood Programs for All - Part 3
SANDOVAL COUNTY:
1/21 9-11am Powerful Interactions - FOCUS Series - Part 1
1/21 11:30-1:30pm Powerful Interactions - FOCUS Series - Part 2 (4 Hour Cert - Competencies: 1-1hr. 5-3hrs)
SOCORRO COUNTY: No Trainings Scheduled this Month

Page 8
 Trainings with (5) Pre-Registered Participants or less may be cancelled.
FEBRUARY 2017 - SIGN-UPS BEGIN JANUARY 9th
BERNALILLO COUNTY:
2/1,8,15 6:30-8:30pm Disciplina Consiente: Manejando La Clase Con Habilidad - 3 Parts
(6 Hour Certificate - Competencies: 1-2hrs, 4-2hrs, 5-2hrs)
2/6 6:30-8:30pm Exploring the Foundations: A First Look at the NM ELGs & AODCP
(2 Hour Certificate - Competencies: 1-.5hr, 3-.5hr, 4-.5hr, 5-.5hr)
2/9,16 10am-noon Director Series - Reflective Supervision - 2 Parts
(4 Hour Certificate - Competencies: 7-4hrs)
2/11 9-11am Facilitating Play in Infant-Toddler Environments - Part 1
2/11 11:30-1:30pm Facilitating Play in Infant-Toddler Environments - Part 2 (4 Hour Cert - Competencies: 4-2hrs, 5-2hrs)
2/13 6:30-8:30pm How are Children Learning Through Play: - FOCUS
(2 Hour Certificate - Competencies: 1-1hr, 4-1hr)
2/20,27 6:30-8:30pm Communication Styles - 2 Parts
(4 Hour Certificate - Competencies: 7-4hrs)
2/21,28 6:30-8:30pm Putting it into Practice- FOCUS Series - 2 Parts
(4 Hour Certificate - Competencies: -.5hr, 3-1hr, 4-1hr, 5-.5hr, 6-.5hr. 7-.5hr)
SOCORRO COUNTY:
2/4 9-11am Joyful Family Engagement - Part 1
2/4 11:30-1:30pm Joyful Family Engagement - Part 2
2/4 2-4pm Joyful Family Engagement - Part 3 (6 Hour Cert - Competencies: 3-6hrs)
SANDOVAL COUNTY:
2/18 9-11am Quality Early Childhood Programs for All - Part 1
2/18 11:30-1:30pm Quality Early Childhood Programs for All - Part 2
2/18 2-4pm Quality Early Childhood Programs for All - Part 3 (6 Hr Cert - Competencies: 3-2hrs, 4-1hr, 5-1hr, 7-2hrs)
VALENCIA COUNTY: 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.

Page 9
 Trainings with (5) Pre-Registered Participants or less may be cancelled.
MARCH 2017 - SIGN-UPS BEGIN FEBRUARY 13th
BERNALILLO COUNTY:
3/1,8 6:30-8:30pm Weaving it All Together FOCUS Series - 2 Parts
(4 Hour Certificate - Competencies: 1-.5hr, 3-.5hr, 4-.5hr, 5-1hr, 6-1hr, 7-.5hr)
3/6,13 6:30-8:30pm Powerful Interactions FOCUS Series - 2 Parts
3/7,14,21 6:30-8:30pm Math: Numbers, Shapes, Sizes & More! - 3 Parts
3/7,14,21 6:30-8:30pm Efectos del Trauma y Estrés Toxico en la Educación Temprana - 3 Parts
(6 Hour Certificate - Competencies: 1-2hrs, 3-1hr, 4-1hr, 7-2hr)
3/9,16 6:30-8:30pm Social-Emotional Strategies for Supporting Children w/Challenging Behaviors - 2 Parts
3/20,27 10am-noon Conscious Discipline: Brain Smart Classroom Approach to Classroom Management - 2 Parts
3/22,29 6:30-8:30pm A Baby’s Amazing Brain - 2 Parts
3/23,30 6:30-8:30pm Powerful Interactions FOCUS Series - 2 Parts
3/25 9-11am Joyful Family Engagement - Part 1
3/25 11:30-1:30pm Joyful Family Engagement - Part 2
3/25 2-4pm Joyful Family Engagement - Part 3 (6 Hour Cert - Competencies: 3-6hrs)
VALENCIA COUNTY:
3/11 9-11am Powerful Interactions FOCUS Series - Part 1
3/11 11:30-1:30pm Powerful Interactions FOCUS Series - Part 2 (4 Hour Cert - Competencies: 1-1hr, 5-3hrs)
SOCORRO & SANDOVAL 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!

Other Cariño EC TTAP Learning Opportunities
45 HOUR EARLY CHILDHOOD ENTRY LEVEL COURSE
Call for January - March 2017 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
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; 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.
Page 10

Page 11
Community Events for All!
New Mexico Museum of Natural History
First Friday Fractals - There are 2 shows on the First Friday of each month, at 6 and 7 PM.
First Friday Fractals is the spectacular, award-winning fulldome planetarium show that takes viewers on a tour of the
fractals in nature and zooms through infinitely complex mathematical fractals. Featuring original music, the show is both
educational and highly entertaining, and suitable for audiences 3 and up.
Great Backyard Bird Count
When: Feb 17, 2017 8:00 AM - 11:00 AM
Where: ABQ BioPark Botanic Garden
Price: Free, pre-registration required. This event fills up fast so call 505-848-7180 to reserve your spot early!
Grab your binoculars and head to the Botanic Garden for the nationwide Great Backyard Bird Count.
Volunteer with other citizen scientists around the country for this annual snapshot of migratory birds. All information col-
lected will be given to the Cornell Lab of Ornithology to be compiled with data from around the country.
Kids' Fishing Fair
When: Feb 26, 2017 10:00 AM - 2:00 PM
Where: Tingley Beach
Price: Kids under 11 fish for FREE! NM Law requires all children over age 12 to have a
valid NM fishing license.
Children ages 4-12 are invited to learn all about fishing by visiting fun and interactive
Discovery Stations at Tingley Beach. Activities will include: Learning to fish with New
Mexico Dept. of Game and Fish, exploring the bosque and BioFacts with BioPark volunteers,
learning about Silvery Minnow Conservation from BioPark staff, viewing our amazing sun
with solar telescopes, creating fish art prints, and more!
Explora Toddler Time
When: Mon, January 2, 2017, 9am – 11am
Every Monday, Explora opens an hour earlier for you and your toddler ages 4 and under to explore early childhood
exhibit areas, enjoy story time, and join in a music jam. Included with regular admission, and free for Explora members.
National Hispanic Cultural Center - Cartas y Corazones
When: February 3, 2017 10 am – noon
Domenici Education Center Limit 35 per session Just in time for Dia de San Valentin, join us for a printmaking workshop!
Students visit the NHCC Art Museum for a facilitated discussion about one piece of art or art-making technique, followed
by a hands on art making project inspired in some way by the artwork! Watch as your own brilliant students discover
their inner creativity.
Albuquerque Public Libraries - South Valley (All locations have similar events so call your local library for info!)
 A.B.L.E. (Albuquerque Bern Co Libraries for Everyone) Sensory Storytime Join us the 2nd and 4th Fridays
of the month from 11a.m. – noon. This is a story time, for adults with special needs, that incorporates adaptive
storytelling, interactive reading, crafts, social stories and more. The story times provide special need adults access
to multi-modal learning and opportunities to develop sensory processing skills needed in everyday life.
 Children’s Mystery Activity Time. The 4th Friday of the month. Come in and see what we are doing this month –
activity changes every month. Drop in anytime between 3 – 5 p.m. Children ages 4+.
 Family Craft. The 3rd Wednesday of the month. Come and enjoy fun crafts. Drop in anytime between 3 – 5 p.m.
 Family Movie Night. The second Friday and Saturday of each month. 3 p.m.
 LEGO/Duplo Club. Ages 4 – 14. Come build with our Lego Club every 1st and 3rd Friday of the month! 3 – 5 p.m.
LEGOs provided, drop in any time. For children ages 4+.
 Music and Movement Storytime. Thursdays, 2:30 p.m. Enjoy a fun way to develop early literacy skills in young
children with music, dancing, singing, stories, and exploration of simple musical concepts. Ages 0 – 6.
 Preschool Storytime, 3 to 5 years (pre-readers). Wednesdays at 10:15 a.m. Join in the fun with stories, songs,
puppets, and more that encourage development of early literacy skills in young children, using the guidelines from
the Every Child Ready to Read program.

Page 12
Observation: The Key to Understanding Your Child
by Jarrod Green
Young children sometimes behave in challenging or confusing
ways. You may occasionally have thoughts like:
“Why does she keep pinching her brother’s nose?”
“Why does he put his snack in his hair?”
“Why does she cry when it’s time to put shoes on?”
At first glance, young children’s behaviors can be downright
baffling! Preschool teachers are taught that all behavior is
communication and we are trained to observe, document, and
analyze children’s behavior to understand what they are
“telling” us. With a few tips, you too can start observing your
child’s behavior like a pro.
Looking for patterns
Any behavior that occurs over and over is happening for a rea-
son. If you can find the pattern in the behavior, you can figure
out how to stop it.
The first step is simply to write down what happens. At first it
feels weird, right after your child puts a gummi bear up his
nose, to pull out a pad of paper and write it down. The prob-
lem is, our memories are terrible. Simply making a note of
what happened can help you see patterns you may not notice
otherwise.
A few years ago the children in my classroom were getting
into too many fights. I didn’t know why, so I started writing
the incidents down. At the end of three days I looked at my
notes and saw “9:20, fight over Legos; 9:50, fight over Legos;
10:00, fight over Legos...” I didn’t have a problem with fights in
my classroom; I had a problem with fights at the Lego table!
Once I saw the pattern, I could make a change to improve
things. I brought in twice as many Legos and put them at a
bigger table. Ninety percent of the fighting stopped right
there!
Whatever the challenging behavior is, just start writing it
down. You might be amazed what you find.
The ABCs of behavior
To up your game from simple note taking, try what teachers
call the “Antecedent-Behavior-Consequence” model—or simp-
ly ABC for short. Don’t let the big words put you
off. Antecedent just means “what happened right be-
fore,” behavior means “what happened,” and consequence
means “what happened right after.” Basically, ABC means
don’t just write down what happened—write down what hap-
pened right before and after too.
The antecedent is whatever was going on around your child
right before she, say, dumped her milk on the couch—again.
Was she getting ready for school? Listen-
ing to music? Perhaps it was when you
left the room to get her teddy bear or
told her to put her shoes on. Simple
stuff, right? But such observations can
be a gold mine for figuring out what’s
causing a behavior.
I worked with a family who said their 28-month-old would
“start screaming, all the time, for no reason.” But after a few
days of writing down the ABCs, the parents realized that their
son started screaming only if he was left alone in a room—a
pattern they hadn’t noticed before. Armed with this
knowledge, they would tell him, “I’m going to go to the bed-
room to get a sweater and come right back. Do you want to
come with me, or wait here?” Over a few days the screaming
all but stopped.
The consequence is whatever happened right after the child
spread jam on the wall. Did you yell at him, and he cried? Did
you send him to his room and when he wouldn’t go, carry him
up and close the door? Or did you tell him that’s not okay, help
him clean the wall, then read a book together? The conse-
quence is often more emotional to write down than the ante-
cedent but just as important to finding the pattern.
A teacher I know once worked with a child who frequently
dumped milk or juice on his clothes at snack and lunch time.
Once she started writing down the ABCs, she realized that eve-
ry time the child did this, several teachers would rush to his
side, talking to him and cleaning him lovingly. The teacher
guessed that the behavior was a bid for attention and care in a
crowded classroom. She started giving him more attention
when he behaved appropriately, and gave only minimal atten-
tion when he dumped his juice. The negative behavior disap-
peared in a week.
Write it down!
Some teachers seek graduate degrees just to refine their ob-
servational skills, but you’ve got the bones of it right here.
When you’re stuck with your child’s challenging behavior,
write it down, along with what happened right before and
what happened right after. When you see a pattern, you can
work on changing it.
This method is incredibly simple, but surprisingly tricky—the
first time you do it, it’ll feel really weird. But I promise it gets
easier and the payoffs can be huge. That teacher you secretly
call “the toddler whisperer”? She started off right where you
are. With a little observation and a few notes, you’ll start un-
derstanding what’s going on in your child’s head—and things
will get a little bit easier.
"Observation: The Key to Understanding Your Child |
NAEYC ..." NAEYC. N.p., n.d. Web. 7 Nov. 2016.

Page 13
Niños pequeños algunas veces se comportan en maneras
desafiantes y confusas. Algunas veces tendrás pensamientos
como:
 “Por qué ella siempre le esta pellizcando la nariz a su her-
manito?”
 “Por qué el esta poniéndose su merienda en el cabello?”
 “Por qué ella llora cuando es hora de ponerse los zapa-
tos?”
A primera vista, los comportamientos de los niños pueden ser
francamente desconcertantes! Las maestras de prescolar han
sido ensenadas de que todos los comportamientos son una
manera de comunicación y estamos capacitados para obser-
var, documentar, y analizar el comportamiento de los niños
para entender que es lo que están “diciéndonos”. Con algunas
ideas, tú también puedes empezar a observar el comporta-
miento de tu niño como un profesional.
Busca por patrones
Cualquier comportamiento que ocurre una y otra vez esta su-
cediendo por alguna razón. Si tú puedes encontrar el patrón
en el comportamiento, tú puedes descifrar como páralo.
El primer paso es simplemente escribir lo que está ocurriendo.
Al principio se siente extraño, después que tu niño se pone un
dulce en su nariz, sacar una libreta de papel y escribirlo. El pro-
blema es, nuestra memoria es terrible. Simplemente escribien-
do una nota de lo que paso puede ayudarte a ver patrones que
tú no hallas notado de otras maneras.
Hace unos cuantos años los niños en mi salón de clase se esta-
ban metiendo en muchas peleas. Yo no sabía por qué, así que
empecé a escribir todos los episodios. Al final de tres días mire
mis notas y vi “9:20, pelea por los Legos; 9:50, pelea por los
Legos; 10:00, pelea por los Legos…” Yo no tenía problemas
con peleas en mi salón de clase; yo tenía un problema con pe-
leas en la mesa de Legos! Una vez vi el patrón, pude hacer un
cambio para mejorar las cosas. Compre el doble de Legos y los
puse en una mesa más grande. Noventa por ciento de las pe-
leas pararon ahí mismo!
Cualquiera sea el comportamiento desafiante, solo empieza
por escribirlo. Tú te sorprenderás con lo que vas a encontrar.
El ABC del comportamiento
Para mejorar tu juego del simple hecho de tomar notas, inten-
ta lo que los educadores llaman el modelo de “Antecedente-
Comportamiento (Behavior en Ingles)-Consecuencia” – o sim-
plemente el ABC para acortarlo. No dejes que las palabras
grandes interfieran. Antecedente únicamente significa “que
paso inmediatamente antes,” comportamiento significa “que
paso,” y consecuencias significa “que paso inmediatamente
después.” Básicamente, ABC significa no solo escribas que
paso – escribe que paso inmediatamente antes y también des-
pués.
El antecedente es cualquier cosa que haya ocurrido alrededor
de tu niño antes de que ella, por ejemplo, arrojara la leche en
tu sofá – de nuevo. Se estaba alistando para ir a la escuela?
Escuchando música? Tal vez fue cuando tú dejaste la habita-
ción para traer a su osito o le dijiste que se pusiera los zapatos.
Cosas simples, cierto? Sin embargo estas observaciones pue-
den ser muy importantes para saber que está causando el
comportamiento.
Yo trabaje con una familia que dijo que su niño de 28 meses
“empezaba a gritar, todo el tiempo, sin ninguna razón.” Pero
después de un par de días en el que escribieron sus ABC, los
padres se dieron cuenta que su hijo empezaba a gritar solo si
se quedaba solo en una habitación – un patrón que ellos no
habían notado en el pasado. Armados con este conocimiento,
ellos le decían, “Voy a ir a la habitación a traer un saco y ya
vuelvo. Quieres venir conmigo, o quedarte acá?” Los gritos
pararon casi pararon después de un par de días.
La consecuencia es cualquier cosa que ocurrió después de que
el niño esparció mermelada en la pared. Le gritaste, y el lloro?
Lo enviaste a su cuarto y cuando él se negó, lo cargaste y ce-
rraste la puerta? O le dijiste que eso no estaba bien, le ayudas-
te a limpiar la pared, y después leíste un libro juntos? La conse-
cuencia es más emocional para escribirla que el antecedente
pero es tan importante para encontrar el patrón.
Sé que un educador trabajo con un niño que frecuentemente
regaba su leche o jugo en su ropa a la hora de la merienda. Una
vez ella empezó a escribir su ABC, se dio cuenta que cada vez
que el niño hizo esto, muchas maestras corrían a su lado, ha-
blándole y limpiándolo amorosamente. La educadora creyó
que el comportamiento era en busca de atención y cuidado en
un salón lleno de niños. Ella empezó a darle atención cuando él
se comportaba de manera apropiada, y le daba atención míni-
ma cuando regaba su jugo. El comportamiento negativo desa-
pareció en una semana.
Escríbelo!
Algunos educadores buscan por maestrías solo para refinar
sus habilidades de observación, pero tú tienes el esqueleto
aquí mismo. Cuando te sientas estancado con los comporta-
mientos desafiantes de tu niño, escríbelo, con lo que paso in-
mediatamente antes y lo que paso inmediatamente después.
Cuando ves el patrón, puedes buscar soluciones y cambiar el
comportamiento.
Este método es increíblemente simple, pero sorprendente-
mente difícil – la primera vez que tú lo haces, se sentirá extra-
ño. Pero te prometo se convierte mucho más fácil y la recom-
pensa es gigante. Esa maestra que tu llamas secretamente “el
susurrador de niños”? ella empezó allí donde tu estas. Con un
poco de observación y unas cuantas notas, tú empezaras a
entender que está sucediendo en la cabeza de tu niño – y las
cosas se volverán un poco más fáciles.
Observación: La Clave para Entender a tu Niño
Por Jarrod Green

Library Section:
Preschool
Toy Name:
Set of Wood Trucks
Vehicles that encourage imagination
Wooden toys give children the ability to take control. While
some wooden toys come in the shape of vehicles, food,
or common household items, they still encourage children
to use their imaginations to incorporate them into learning
and play. For example, children can experiment with
physics by building different structures with the wooden
toys or learn about geometry by manipulating the toys to
create their own geometric patterns.
Wooden Toys are Less Distracting
When children play with wooden toys, they supply all
the voices, alarms, and other sound effects, rather than
listening to the toy. This allows children to be in control of
what they do with the toys and to keep their minds clear
as they think through different scenarios or solve
problems. While some children really enjoy toys with all
the bells and whistles, the noises and electronic features
can interrupt a child’s thinking process or limit how far a
child’s imagination can go by boxing them into specific
ways to play with the toy.
Beyond the simple Vroom!
Preschoolers love activities that include playing with all
types of transportation items including vehicles such as
this truck set. These items are part of their everyday lives.
They drive or walk to school, have seen or ridden on a
bus or have seen a firetruck zoom through the streets.
These are some ideas for educators and parents of how
to extend children’s learning with these fantastic items.
 Ramp It Up! Show the children how to make ramps
for their vehicles. Discuss the distance they go on
each ramp. Ask questions to get them thinking such
as "I wonder why this car went this far on this ramp
but only this far on the other ramp". "I wonder how we
can make the car go further? faster? slower?".
 DMV (Department of Motor Vehicles) Turn your
dramatic play area into the DMV!
 Stay on the Road! Use chalk to draw roads for the
children to pace their wooden trucks and follow
directions, know traffic signs and locate places on
your “road”.
Sección de Biblioteca: Preescolar
Nombre de juguete: Juego Camiones de
Madera
Vehículos que fomentan la imaginación
Juguetes de madera les brindan a los niños la habilidad
de tomar el control. Mientras algunos juguetes de madera
vienen en formas de vehículos, comida, o artículos para
el hogar, ellos todavía incentivan a los niños a usar su
imaginación e incorporar estos materiales en su juego.
Por ejemplo, los niños pueden experimentar con física
construyendo diferentes estructuras con los juguetes de
madera o aprender acerca de geometría manipulando los
juguetes para crear sus propios modelos geométricos.
Los juguetes de madera son menos perturbantes
Cuando los niños juegan con juguetes de madera, ellos
suministran todas las voces, alarmas, y otros efectos de
sonido, en vez de escuchar al juguete. Esto permite a los
niños a estar en control de lo que hacen con el juguete
y para mantener sus mentes claras cuando piensan
acerca de los diferentes escenarios y resuelven proble-
mas. Mientras algunos niños disfrutan los juguetes con
todas las campanas y silbatos, los ruidos y todas las
características electrónicas estas pueden interrumpir el
proceso de pensamiento de los niños y limitar que tan
lejos la imaginación del niño puede ir al encajarlos en
formas específicas de como jugar con el juguete.
Más allá del simple Burrum!
Los niños en prescolar aman las actividades que incluyen
jugar con todo tipo de elementos de transportación como
este juego de camiones de madera. Estos elementos son
parte de su vida diaria. Ellos manejan o caminan a la
escuela, han visto o han estado en un bus o han visto un
carro de bomberos ir rápido en la calle. Estas son algunas
ideas para educadores y padres de familia para como
extender el aprendizaje de sus niños con esos elementos:
 Crea rampas! Muéstrale a los niños como crear
rampas para los vehículos. Discute la distancia de
cada rampa. Pregúntales “Por qué este carro fue más
lejos en esta rampa pero solo este poco en esta otra”.
“Como haríamos al camión ir más lejos? Más rápido?
Mas despacio?”.
 DMV (Departamento de Vehículos Motorizados)
Vuelve to área dramática en un DMV!
 Mantente en la Carretera! Usa tiza para dibujar
carreteras para que los niños sigan direcciones,
conozcan las señales de tránsito y ubiquen lugares
en la “carretera”.
Toy Lending & Resource Library Spotlight/Biblioteca de Juguetes y Recursos

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, and sing.
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, y cantar. 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
Room: SV1-110
Albuquerque, NM
87105
Play Group
Days and Times
1st Wednesday of
Month (English)
10:00am to 12:00pm
3rd Wednesday of
Month (Spanish)
10:00am to 12:00pm
Page 15

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
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
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
January, February & March 2017

Cariño Early Childhood TTAP Newsletter - 3rd Quarter 2016

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Cariño Early Childhood TTAP Newsletter - 3rd Quarter 2016