AVENTURAS Peace Program - Letra A

DOS AMIGOS JUGANDO CON LA ARENA A LA PAR DEL AGUA

AVENTURAS Peace Program Resources

Andre Adjahoe

Tip: You can help out the youngest ones with an outline of the head and body.

- EMERGENT ACTIVITIES AND VOCABULARY: Emergent activities arise when you keep an eye out for opportunities to use the week’s vocabulary in context as you go through everyday home/classroom life, with particular attention to what the child seems most interested in and wants to explore. Emergent vocabulary are words that arise naturally out of everyday life or an emergent activity that weren’t part of your original target words. You should be pleasantly surprised at the ”coincidences” that arise naturally. Look for silly alliterations to point out and joke around in Spanish (i.e., “Mira el gato gordo gris, es muy gracioso”). Write these down in your child’s journal, or if you have more than one student, write clearly with a marker on a teacher’s notebook and take a photo of the list to send to the parents at the end of each day for the final step below.

“Balancear la botella a la par de la bahía llena de barcos.”

- REVIEW: review target and emergent vocabulary around the dinner table or at bedtime, look at their journal together, recount the day’s fun adventures, ask them what they learned, what they enjoyed and didn’t enjoy, etc. You can also cook something or find a book for bed time or circle time that includes those words to review in a more experiential way. If student is not your child, take a moment to share memories about the prior activities before moving on to the next. As words get added to the journal, keep using these intentionally from then on, repeating them as much as possible in context. In this way, you should be able to build out and maintain a more robust vocabulary as each week passes. If you are a new speaker yourself, you can review and add more vocabulary, sintax, and conjugations by adding some time, even if only a few minutes, to language apps like Duolingo or Babel to your evening routine. Older children can use these apps too, as well watch a Spanish video and movie.

Here is a list of things you can put in your backpack for your outdoor “aventuritas.” If you have more than one student, I recommend having more than one of some of these items or using a timer or another fair process to take turns. Fairness is a great concept to consistently teach through the use of justice strategies. You can also have each student carry their own kit of exploration tools and change of clothes.

- AVENTURAS journal - Binoculars (child size) - Camera that child can use to photograph things relevant to the week’s unit, things they like, each other, etc. - Compass - Extra water bottle - Extra child’s size shirt and pants - First aid kit with lots of bandaids - Hand sanitizer and wipes - Local map (you can place a star on the places you’ve been) - Magnifying glass - Markers/colored pencils - Pencils - Pocket field guides of local birds, animals, plants, etc.

- Sarong to sit on, make shade with, use as a towel, blanket, etc. - Scissors - Sidewalk chalk (to create public art, play games, and write vocabulary and alliterations that you encounter) - Small brown paper bags for collection of rocks, shells, leaves, seeds, etc. - Small paint brushes of different sizes for sand/water play - Small shovel and small cups for sand/water play - Small wireless speaker to play Spanish or world music and dance in nature - Snacks - Sunblock - Tissues or napkins - Tweezers - Umbrella

Tip: If you have a child with you during sunrise time, this is a magical thing to do. Make it extra special by bringing a blanket and warm herbal tea. If you can’t see it from your yard, this makes a good “aventurita” to a local look-out point. 

Tip: allow the children to draw or paint at their own level.  Adult’s should accept and praise their work however “imperfect” it may be. Art is creative expression and there is no “right or wrong.”

Young children do better transitioning from one activity to the other when there are routine phrases, sounds, and melodies that lets them know there is a change of activity.  Consider playing the same upbeat song on your phone when it’s time to clean up. Here a few examples of some that we used to make everyday transitions smoother and more enjoyable. Feel free to use these songs, or make up your own for other routine transitions.

1. When transitioning from being with a guardian to being with a childcare provider or teacher, greet the child with the song “Buenos Días” kneel down to their level, smile, and look them in the eye to let them know they’re safe with you. Ask any other children already present to join in. Never initiate nor expect hugs.

Buenos días (2x) ¿Como estas? (2x) Muy bien, gracias (2x) ¿Y usted?

2. AVENTURAS was often so fun that children didn’t want to leave to go home with their guardians. The song, “Ya Terminó Nuestra Alegre Aventura” helped with the transition. Replace the child’s name in the appropriate spot.

Ya terminó nuestra Alegre aventura Pero nos veremos otra vez Ya se Sofía a su casita ¡Pero nos veremos otra vez!

3.  Hand washing is important to do before eating snacks or meals.  A simple melody while washing and consistent modeling go a long way to helping them make this a routine practice. 

Es hora de lavarse las manitas, Las manitas chiquititas Vamos a lavarnos las manitas, Para comer rica comidita (2x)

4.  Time to go back to the car, back inside, etc. can be met with resistance.  Make sure you give notice (“avisos”) leading up to this so that children know the transition is coming. Another child can be the time keeper, if you have a timer. Give “avisos” by saying “Cinco minutos más....Dos minutos más...un minuto más...diez segundos más...diez, nueve, ocho, siete, seis, cinco, cuatro, tres, dos, uno” and then break out into a transition song, like “Vámonos.” 

Vámonos, vámonos Si, si, si, si, como no ¡Si, si! ¡Como no! (repeat as you’re skipping away)

APRENDER ACERCA DEL BOSQUE Y EL RÍO AMAZONA

Tip: Find books, videos, photos, maps, etc. about the Amazon jungle and river, and the animals and people who live there. You can take full “virtual” trips by using play acting and simple props (couch=plane, belts=seatbelts) and short YouTube videos of each step (airport landing, jungle taxi ride, animal-watching, boating on the Amazon, meeting indigenous people from the Amazon, etc.). You can also do an art project inspired by this virtual trip. 

PINTAR UNA LETRA A GIGANTE CON COSAS QUE COMIENZAN CON A

Tip: This is a collaboratively-created project that is worked on all week and then raffled among the participants.  Every child has their own “section/s.” You can print or show them the flash cards and videos to give them ideas on what to draw. We did this every week for years and the children never seemed to tire of it.

UN AVIÓN ATERRIZANDO

UNA ARDILLA ACOSTADA

This resource, along with the short video on YouTube, titled “AVENTURAS Peace Program Tutorial,” shares the basic formula of the AVENTURAS curriculum and approach so more parents and educators can easily weave it (or parts of it) into their daily practice right away, and thus, help more children develop critically important inner skills that all 21st Century children should have. This publication summarizes the background and pedagogical foundation of AVENTURAS and contains sample ideas and optional materials and tips to help facilitators get started. These materials should spark your own creativity to continue it year round on your own, following alphabet units or eco-cultural themed units. A lengthy list of predetermined lesson plans and materials are not necessary, because with this program, the “world is the classroom” and everyday life and activities are full of “teachable moments” and naturally occurring or emergent vocabulary. The book is published with Spanish mixed in intentionally. Facilitators who are new to Spanish are encouraged to use a Spanish-English dictionary or online translator to learn Spanish along with their child. Many images are provided as decoding clues. You can screen shot or print only the resources you want to use. If you download the BookCreator app on a tablet and read their tutorial, you can easily teach the children how to make their own resources, like the interactive audio-video flashcards on pages 54-85.

Disclaimer: It is important to follow basic safety protocols whenever working with children and it is highly recommended to be certified in CPR and first aid, especially if going on outings or “aventuritas.” The creator of this publication is not responsible or liable for the misuse of this approach and any personal negligence of a facilitator. I have included some tips on the basic safety rules I teach my young students on <a href="bookcreator://page/uV6dFjyvQXeFAdoyo7YFKA">page 91.</a>

Tip: Use any water play tools or toys you have. If you have cups/containers and a spray bottle, the words “apretar,” “afuera,” “adentro,” “abajo,” and “arriba” will come up. Do not leave young children alone when they are playing with water.

The creation and successful production of AVENTURAS Peace Program, and the publication of this resource would not have been possible without the support of numerous souls over two decades - truly too many to list. However, special mention must be made of my students and their families. Without their love, enthusiasm and attendance, AVENTURAS would have never developed and grown. A special thank you to my own children, who were by my side always adapting to my educational work, and sharing their mother, home, and farm with hundreds of babies and children. They are my teachers who continuously lead me to surprising questions and answers. Also a big “shout-out” to my husband, family members, friends, and mentors who have patiently listened to me and who have encouraged me to share my life’s work and findings. Thank you to the faculty of SDSU, who mentored and guided me through the proper due diligence and scrutiny that any educational program should have. And lastly, but just as importantly, a special thank you to all of the staff, parent chaperones, founding members and advisors of Conexiones Institute, an important vehicle that allowed me to keep this work alive. You all know who you are and I am eternally grateful!

<a xmlns="http://www.w3.org/1999/xhtml" href="bookcreator://page/HCYmI7TnSLGW_vs82D5ONg">INTRO TO AVENTURAS, PAGE 1</a>

<a href="bookcreator://page/fMOzkjVPRneL4ai0GczPPg">IDEAS PARA ADENTRO, PAGE 12</a>

<a href="bookcreator://page/AHQmmENhQOmDuLajSdGSlQ">INTRO TO THIS RESOURCE, PAGE 2</a>

<a href="bookcreator://page/cPWMt35GQjuc7X26unNqCg">IDEAS PARA AFUERA, PAGE 30</a>

<a href="bookcreator://page/dXRxS5EZSi2wq4umUkshdg">BACKGROUND, PAGE 3</a>

<a href="bookcreator://page/b3CCTXn7RN6yucsfsZ6UPQ">IDEAS PARA AVENTURITAS, PAGE 40</a>

<a href="bookcreator://page/NJ2h396BTmmCGLCVqx2JiQ">THE BASICS, PAGE 5</a>

<a href="bookcreator://page/WmiMf3gXQbehnBSR8UxVlA">MATERIALES OPCIONALES, PAGE 50</a>

<a href="bookcreator://page/RJTVNR0_ROm6I8qtp0qnrg">THE FORMULA, PAGE 7</a>

<a href="bookcreator://page/tZ97XEsKTeWQkB4epj4VQw">MÁS MATERIALES, PAGE 86</a>

<a href="bookcreator://page/qxSewfGAQtWj5hbJoYAMlQ">MATERIALS, PAGE 9</a>

<a href="bookcreator://page/kMyKFGd7R9u5ElHnuU4XYQ">REFERENCES, PAGE 104</a>

Tip: If you have a child with you during sunset time, this is a magical thing to do. Go out to your patio or make it extra special by going on an “aventurita” to a local look-out point. 

With older kids, digital journals can also be individual or collectively made with a tablet and the application called BookCreator. This app is easy and very interactive. You can include sound recordings, videos, drawings, pictures of their art work, etc. See an example digital journal by visiting <a href="https://read.bookcreator.com/msxfWAvIWDTsmsO0E9VGJ3qYHBE2/03a9V4ipRuOgLVW5ebUtgQ">tinyurl.com/AVENTURASconArbolesEJournal.</a>

<a href="https://read.bookcreator.com/msxfWAvIWDTsmsO0E9VGJ3qYHBE2/03a9V4ipRuOgLVW5ebUtgQ">Digital Journal Example</a>

- VIDEOS: I have created YouTube channel with playlists for each letter. You can watch those videos with your children over 2 years old at the beginning of each week to introduce each letter. Access the Conexiones Spanish Education channel here: <a href="https://tinyurl.com/ConexionesChannel">tinyurl.com/ConexionesChannel.</a> - MUSIC: I have created a fun and varied music playlist you can listen to in the car, during recess, in the classroom, at home, etc. Some contain silly dances you can integrate, such as “El Pollito Pío.” Access this child and adult-friendly music playlist here: <a href="https://www.youtube.com/playlist?list=PLog53kBWFPcOyp5icCHP2UrKYuCbftlU_">tinyurl.com/AVENTURASplaylist.</a> It is recommended you subscribe to YouTube to avoid ads. - BACKPACK KIT: I’ve provided a list of items that you can take when you go outside. They include tools related to safety and to help the child connect with their world even more. Things like a magnifying glass, a compass, a first aid kit, etc. See <a href="bookcreator://page/uqLNbxWdTrmDo2bhEt8slw">page 93.</a>

APRENDER ACERCA DE AVIONES Y/O ASTRONAUTAS 

Tip: NASA Ames Research Center in Mountain View, California has lots of old airplanes and a visitors center with exhibits about astronauts.  Look for a similar resource in your community, such as a space or aviation museum.

- JOURNAL: You will help your child create their own “textbook.” This is optional, but highly recommended. You will need a scrapbook or journal (wide ruled composition books work great and they’re very inexpensive), You will need tape, imagination, something to write/draw with, and whatever you have around. Inside it, the child can draw, color, practice their writing by copying letters/words, creating stories, etc.  You can also tape in their artwork, nature souvenirs, museum guides, flashcards from this book, etc. This is where you should write the week’s target vocabulary and document any emergent vocabulary words as they come up in everyday life so you can go back and review. 

PEACE EDUCATION FROM BIRTH THROUGH SPANISH + LIFE + ART + ADVENTURES + FUN

AVENTURAS Peace Program Resources Alphabet Series, No. 1, Letter A

Tip: “Ambiente” refers to the environment and “medio ambiente” to the natural environment, but many use the terms interchangeably.  The sooner you teach them about this concept and express your love for the planet and environment, the better. Go out into nature and carry out activities, read books, watch videos, etc. to help them understand what they can do to help their own home environment and the larger natural environment. The little ones can learn to do things like clean up, turn off lights, not waste water while brushing teeth, recycling, composting, staying on trails, planting seeds, etc. 

This resource, along with the short video on YouTube, titled “AVENTURAS Peace Program Tutorial,” shares the basic formula of the AVENTURAS curriculum and approach so more educators can easily weave it (or parts of it) into their daily practice right away, and thus, help more children develop critically important inner skills that all 21st Century children should have. This publication summarizes the background and pedagogical foundation of AVENTURAS and contains sample ideas and optional materials and tips to help facilitators get started right away. These materials should spark your own creativity to continue it year round on your own, following alphabet units or eco-cultural themed units. A lengthy list of predetermined lesson plans and materials are not necessary, because with this program, the “world is the classroom” and everyday life and activities are full of “teachable moments” and naturally occurring or emergent vocabulary. The book is published with Spanish mixed in intentionally. Facilitators who are also learning Spanish are encouraged to use a Spanish-English dictionary or online translator to learn Spanish along with their child.

Disclaimer: It is important to follow basic safety protocols whenever working with children and it is highly recommended to be certified in CPR and first aid, especially if going on outings or “aventuritas.” The creator of this publication is not responsible or liable for the misuse of this approach and any personal negligence of a facilitator. I have included some tips on the basic safety rules I taught the kids on <a href="bookcreator://page/G6t4lBdRQbSM1b-Kn6kJrw">page 91.</a>

<a href="https://loycarecursos.blogspot.com">Recursos de Educación Infantil</a>

Tip: Go easy on your little one, depending on age, so they feel successful and want to play again.  The youngest may want to just start “playing” with the pieces but not by the rules.  Be flexible and let them explore patterns and engage in creative play with the characters.

I am sharing the AVENTURAS approach as widely as possible because of my deep love for children and the belief that a more sustainable, just, and peaceful world for all is possible.  My years of applied research has convinced me that early childhood education is one of the critical foundations for this to be possible.  Because of my personal experience with war, crime, and poverty in my home country, El Salvador, I’ve dedicated my studies and career to the advancement of sustainable economic development, peace, and equality - as an educator, program director, social entrepreneur, and writer. My academic background is in education, history, and applied anthropology. 

There are many ways to build a better world, but the children that will inherit and grow up in today’s world are KEY. Given globalization and rapid change, I believe we need to do more to support them in developing their emotional intelligence and 21st Century skills to help them be happy, ecologically and culturally competent, and mentally flexible and creative. This, in turn, will help build a solid foundation of citizens who can help uphold and co-create a more sustainable world for all into the future. It is impossible for one life or educational experience to provide 100% protection against developing racist beliefs, engaging in bullying, not caring about the environment, being closed-minded, mentally rigid, or becoming a violent adult. However, numerous peer-reviewed studies strongly suggest that early exposure to a second language nurtures emotional intelligence and inner peace skills, such as cultural empathy, “perspective-taking,” open-mindedness, mental flexibility, cooperative ethos, and adaptability to change. Other studies strongly suggest that early outdoor and ecological education nurtures a life-long connection to nature and eco-stewardship habits and values. And play-based, child-led, and creative expression education in early childhood has been shown to help children nurture their creativity and an appreciation for the arts, which, in turn, allows them to express themselves non-violently and find creative and constructive solutions to problems.*

*You can find a list of studies backing up this approach at the end of this book and in the references section of the AVENTURAS Program evaluation, which can be accessed on <a href="bookcreator://page/n0-QTbbqTDSqN4olhlkfrw">page 107.</a>

- VIDEOS: I have created YouTube channel with playlists for each letter. You can watch those videos with your children over 2 years old at the beginning of each week to introduce each letter. Access the Conexiones Spanish Education channel here: <a href="https://tinyurl.com/ConexionesChannel">tinyurl.com/ConexionesChannel.</a> - MUSIC: I have created a fun and varied music playlist you can listen to in the car, during recess, in the classroom, at home, etc. Some contain silly dances you can integrate, such as “El Pollito Pío.” Access this child and adult-friendly music playlist here: <a href="https://www.youtube.com/playlist?list=PLog53kBWFPcOyp5icCHP2UrKYuCbftlU_">tinyurl.com/AVENTURASplaylist.</a> It is recommended you subscribe to YouTube to avoid ads. - BACKPACK KIT: I’ve provided a list of tools you can take with you when you go outside related to safety and to help the child connect with their world even more. Things like a magnifying glass, a compass, a first aid kit, etc. See <a href="bookcreator://page/1l6g4L4BSrW3YnFE4LtvOw">page 93.</a>

<a href="https://www.youtube.com/channel/UC-2Dc9-KdT6_p-Q2_CyDYmA">AVENTURAS SPANISH EDUCATION YOUTUBE CHANNEL</a>

<a href="https://www.youtube.com/channel/UC-2Dc9-KdT6_p-Q2_CyDYmA">tinyurl.com/AVENTURASspanishchannel</a>

<a href="https://www.youtube.com/channel/UC-2Dc9-KdT6_p-Q2_CyDYmA">Playlist for each letter</a>

<a href="https://www.youtube.com/playlist?list=PLog53kBWFPcOyp5icCHP2UrKYuCbftlU_">Fun Spanish music playlist</a>

AVENTURAS was offered and perfected over eight years in the San Francisco Bay Area, California in camps, homes, home daycares, nanny-shares, classrooms, and after school programs through my small social enterprise, Conexiones Institute. It touched the lives of over 700 children, some spending up to eight years in the program. It combines over twenty years of experience and applied research of best practices in bilingual language, peace, anti-racism, and sustainability education.* The AVENTURAS approach to peace education is engaging to children, especially ages 0-6. AVENTURAS is highly regarded by participating children and families, based on reviews, long wait lists, and awards won. The students most often refer to it as “fun” and years later, most still speak or want to learn more Spanish. In addition, an academic evaluation conducted on the program as part of my master’s thesis in educational leadership at SDSU, suggests it does have the intended positive impacts on children. Only a longitudinal study with a control group can verify these initial findings and determine the extent of the impacts and if they are permanent. A growing body of research done on the impacts of similar early childhood experiences in the first years of life, support these initial findings.*

Best Language and Cultural Immersion Camp Best Afterschool and Enrichment Program Best Childcare

*You can find a list of studies backing up this approach at the end of this book and in the references section of the AVENTURAS Program evaluation, which can be accessed on <a xmlns="http://www.w3.org/1999/xhtml" href="bookcreator://page/gbFoNXO5SJSLCWfEghD2NA">page 104.</a>

<a href="tp://www.primeraescuela.com/index.htmhttp://www.primeraescuela.com/index.htm">PrimeraEscuela.com</a>

Tip: Here a video of that can help motivate your child and highlights relevant vocabulary:

<a href="https://youtu.be/f3TUHuJorRE">https://youtu.be/f3TUHuJorRE</a>

Lindsay Wildlife Experience, Walnut Creek, California

IR A UN CENTRO DE RESCATE QUE AYUDA A LOS ANIMALES

(GO TO AN ANIMAL RESCUE CENTER THAT HELPS ANIMALS)

Tip: Choose wildlife rescue centers over zoos to learn about wild local animals and how others are helping them transition back into the wild.  If you see a donation box, give what you can to each child to place their own donation in support of helping wild animals. Keep an eye out for words that start with A (aves, alas, alimentar, ayudar, armadillo, abejas, adentro, afuera, etc.)

- Ghonsooly, B., &amp; Showqi, S. (2012). The Effects of Foreign Language Learning on Creativity. English Language Teaching, 5(4), 161-167. - Hanan, A., Hroub, A., Tony, A., &amp; Blair, A. (2017.). Measuring Open-Mindedness. Retrieved November 4, 2019, from https://institute.global/insight/co-existence/Measuring-open-mindedness. - Hua, V. SF Gate (2005). Bilingual, baby! / Many parents want nannies fluent in another language to help tutor their tots. Retrieved from https://www.sfgate.com/bayarea/article/Bilingual-baby-Many-parents-want-nannies-2592560.php on April 15, 2019. - Hogan, R. (1969). Development of an empathy scale. Journal of Consulting and Clinical Psychology, 33(3), 307–316. doi: 10.1037/h0027580 - Ikizer, E., &amp; Ramírez-Esparza, N. (2018). Bilinguals’ social flexibility. Bilingualism: Language and Cognition, 21(5), 957-969. doi:10.1017/S1366728917000414 - Jung, D., Robinson, Derrick, Curtin, Susan, Maher, Brian, &amp; Messick, Diana. (2018). Relationship between Bilingualism and the Development of Soft Skills, ProQuest Dissertations and Theses. - Kinsner, K. (2019). Fresh Air, Fun, and Exploration: Why Outdoor Play Is Essential for Healthy Development. YC Young Children, 74(2), 90-92. - Kharkhurin, A. (2012). Multilingualism and Creativity. Multilingual Matters. Leikin, M., &amp; Tovli, E. (2014). Bilingualism and Creativity in Early Childhood. Creativity Research Journal, 26(4), 411-417. - Kuh, LP, Ponte, I, Chau, C (2013) The impact of a natural playscape installation on young children’s play behaviors. Children, Youth and Environments 23(2): 49–77. - Louv, Richard. (2005) Last child in the woods: saving our children from nature-deficit disorder Chapel Hill, NC : Algonquin Books of Chapel Hill. - Maynard, T, Waters, J, Clement, J (2013) Moving outdoors: further explorations of “child-initiated” learning in the outdoor environment. Education 3–13 41(3): 282–299. - Muderrisoglu, H., &amp; Gultekin, P. (2015). Understanding the children&apos;s perception and preferences on nature-based outdoor landscape. Indoor And Built Environment, 24(3), 340-354. - Nedovic, S., &amp; Morrissey, A.-M. (2013). Calm active and focused: Children’s responses to an organic outdoor learning environment. Learning Environments Research, 16(2), 281–295. doi: 10.1007/s10984-013-9127-9

Alphabet Series, No. 1 Letter A

¿Cual será nuestra aventura con la A hoy?

During the first year of life, simply speaking to the baby in Spanish, taking the baby into nature/outdoors, playing in Spanish, and modeling nonviolent communication is all that needs to be done, but if you want some structure right away to track your growing Spanish vocabulary, AVENTURAS can be started from birth. It can be easily adapted to any setting and with whatever existing in-house and community resources are at hand. AVENTURAS can be adapted for children up to 10 years old and can be used in mixed-age groups of 1 to 8 children. It can be folded into a larger classroom setting with some modifications (i.e. pepper in Spanish vocabulary in your own lesson plans and plan “aventuritas” with small groups on campus).

Settings where the full potential of this curriculum works best: - Families with a child or children aged 0-8 - Home daycares - Homes with a nanny - Nanny shares - Homeschooling coops - Childcare coops - Summer camps

Illustrated and Narrated by

Kimberly Newton, MEd Sofía Klootwyk (8 yrs. old)

Kimberly Newton, MEd Open Source Photography

“Hablo Español” and AVENTURAS T-shirts, hats and more! <a href="https://www.zazzle.com/store/conexiones">zazzle.com/store/conexiones</a>

<a xmlns="http://www.w3.org/1999/xhtml" href="https://www.kimbanewton.com">kimbanewton.com</a>

Tip: There are countless ideas on how to connect with trees and delve deeper into the word or theme of “árboles” (trees). Your children can make individual or collective E-journals about them, whereas they document their activities, outings, and art work. They can also record themselves saying words in Spanish, so it elicits their vocalization. See an example E-journal, full of ideas on things to do with them, by visiting <a href="https://read.bookcreator.com/msxfWAvIWDTsmsO0E9VGJ3qYHBE2/03a9V4ipRuOgLVW5ebUtgQ">tinyurl.com/AVENTURASconArbolesEJournal.</a>

AVENTURAS is a minimalist, yet impactful early childhood bilingual curriculum that employs a unique approach to help tots and children develop emotional intelligence and important 21st century sustainability and peace skills. It can easily be added or folded into existing parenting or teaching practice and produced anywhere and with mixed-age groups. Although the approach can be used with older children, it is widely recognized that the first eight years of life is a critical period for socio-emotional development and the development of life-long beliefs, and subconscious or implicit biases, perceptions, and habits. During this impactful period and beyond, this approach can intentionally nurture 21st Century inner peace skills like open-mindedness, cultural competence, empathy, creativity, mental flexibility, nonviolent communication, adaptability to change, humor, and ecological stewardship. Studies show that this can be accomplished through intentional early childhood exposure to a second language (in this case Spanish), combined with intentional elements such as play, outdoor exploration, “aventuritas” (small adventures) in our community, everyday life, and creative expression.

Tip: Use your imagination on how to make and decorate a drop of water. Always write the target vocabulary on the artwork (ask child first if they want to do it). If they don’t want it on the front, then write it on the back. With older children, you can do a whole unit on water. 

Tip: You can make a collectively-created art project over various days, and/or smaller individual pieces. Write the target and emergent vocabulary right on the piece or the backside, depending on the child’s wishes.  Note that lots of colors start with A.  

<a href="https://www.youtube.com/channel/UCHxPaTHYjVanbEGLf8CANiQ">YouStudySpanish YouTube Channel</a>

<a href="https://www.imageneseducativas.com/abecedario-sopa-de-letras/">ImagenesEducativas.com</a>

ABECEDARIO SOPA DE LETRAS

Tip: Make love cards for parents, siblings, abuelos, amigos, etc.

- Reardon, B. (1982). Militarism, Security and Peace Education: A guide for concerned citizens. Valley Forge, PA: United Ministries in Education. - Resources for Dual Language Schools, Parents, and Teachers. (n.d.). Retrieved December 10, 2019, from https://duallanguageschools.org/. - Scott, J., Kilmer, R., Wang, C., Cook, J., &amp; Haber, M. (2018). Natural Environments Near Schools: Potential Benefits for Socio-Emotional and Behavioral Development in Early Childhood. American Journal of Community Psychology, 62(3-4), 419-432. - Sprecher, S., &amp; Fehr, B. (2005). Compassionate love for close others and humanity. Journal of Social and Personal Relationships, 22(5), 629–651. doi: 10.1177/0265407505056439. - Takahama, E. (2019, October 1). Learning in nature: Washington becomes first in the country to license outdoor preschools. Retrieved December 1, 2019, from https://www.seattletimes.com/education-lab/learning-in-nature-washington-becomes-first-in-the-country-to-license-outdoor-preschools/. - UNICEF. (2013). The Formative Years: UNICEF’s Work on Measuring Early Childhood Development Brochure. Retrieved on November 1, 2019 from https://www.unicef.org/earlychildhood/files/Brochure_-_The_Formative_Years.pdf - Wagner, T. (2008). The global achievement gap: Why even our best schools don&apos;t teach the new survival skills our children need--and what we can do about it. New York: Basic Books. - Wasserman, L. H., &amp; Zambo, D. (2013). Early Childhood and Neuroscience - Links to Development and Learning. Dordrecht: Springer. Retrieved from http://search.ebscohost.com.libproxy.sdsu.edu/login.aspxdirect= true&amp;db=nlebk&amp;AN=593062&amp;site=ehost-live&amp;scope=site on November 6, 2019. - Wells, Nancy M. &amp; Lekies, Kristi S. (2006). Nature and the Life Course: Pathways from Childhood Nature Experiences to Adult Environmentalism. Children, Youth and Environments, 16(1), 1-24. Retrieved from http://www.jstor.org/stable/10.7721/chilyoutenvi.16.1.0001 - Yousefi, R, Soleimani, M. &amp; Ghazanfariyanpoor, S. (2017). Comparison Between Switching and Creativity Among Bilingual and Monolingual Children. Journal of Rehabilitation, 18(1), 1-12. - Zamani, Z. (2017). Young children’s preferences: What stimulates children’s cognitive play in outdoor preschools? Journal of Early Childhood Research, 15(3), 256-274. - Zee, K. I. V. D., &amp; Oudenhoven, J. P. V. (2000). The multicultural personality questionnaire: a multidimensional instrument of multicultural effectiveness. European Journal of Personality, 14(4), 291–309. Doi: 10.1002/1099-0984(200007/08)14:4&lt;291::aid-per377&gt;3.3.co;2-y

During the first year of life, simply speaking to the baby as much as possible in Spanish, taking the baby into nature/outdoors, and modeling nonviolent communication is all that needs to be done, but if you want some structure right away to track your growing Spanish vocabulary, AVENTURAS can be started from birth. It can be easily adapted to any setting and with whatever existing in-house and community resources are at hand. AVENTURAS can be adapted for children up to 10 years old and can be used in mixed-age groups of 1 to 8 children. It can be folded into a larger classroom setting with some modifications (i.e. pepper in Spanish vocabulary in from your own lesson plans and plan “aventuritas” with small groups on campus).

Environments where the full potential of this curriculum works best: - Families with a child or children, ages 0-8 - Home daycares - Homes with a nanny - Nanny shares - Homeschooling coops - Childcare coops - Summer camps

HACER ABANICOS DE PAPEL O DECORAR UN DIBUJO DE UN ABANICO 

Tip: There are many videos online with ways to make a fan and fan printouts. Always write the target word on the art project itself. Here a video tutorial of one way to make a paper fan: <a href="https://www.wikihow.com/Make-Paper-Fans">https://www.wikihow.com/Make-Paper-Fans. </a>

Tip: No need to try to see the whole museum in one day since this program will involve more visits to the museums in your community in the future, each time with a different focus.  If you have one nearby, during the week dedicated to the letter A, go to an Asian art museum or go to the Asian or American arts section of a larger museum.  Take your journals and a pencil and let the children stop and make their own art inspired by what they are seeing. Make sure pencils are allowed before going in. Take photos of them in front of their favorite art pieces.

<a href="https://read.bookcreator.com/msxfWAvIWDTsmsO0E9VGJ3qYHBE2/P1YbECQYQKq88geJ3FC6ag">AUDIO-BOOK “ANIMALS SPEAK SPANISH TOO!”</a>

Great for the first day of “class” to to motivate young children to learn Spanish. Available as a video too:

<a xmlns="http://www.w3.org/1999/xhtml" href="https://youtu.be/UghTw6MxiyM">https://youtu.be/UghTw6MxiyM</a>

<a href="https://tinyurl.com/LetraAplaylist">tinyurl.com/LetraAplaylist</a>

Tip: I’ve created a playlist of short videos and songs that have a lot of words that start with the letter A (as well as playlists for each letter), on the AVENTURAS Spanish Education YouTube channel, found here :

<a xmlns="http://www.w3.org/1999/xhtml" href="https://www.youtube.com/channel/UC-2Dc9-KdT6_p-Q2_CyDYmA">tinyurl.com/AVENTURASspanishchannel</a>

AVENTURAS is very easy to replicate and fold into daily, existing practice, whether you are a parent, nanny, childcare provider, tutor, or early childhood educator.   Anyone, regardless of Spanish level, can use this curriculum and add to what they are already doing.  It can also be used as a stand-alone educational program.  The children can be at any level of Spanish fluency.  Thus, it can be produced as a full Spanish immersion program or a blended language program, depending on already existing levels of fluency. AVENTURAS adapts to the facilitator’s and children’s strengths, interests, and passions.  No prior formation or training as an educator is needed, although a love for children, adventure, play, silliness, nature, exploration, the arts, child-led learning, and spontaneity are highly recommended.  If the facilitator is also learning Spanish, they must be willing to be a motivated student and use a Spanish-English dictionary, and online tools like Google Translate.

AVENTURAS employs various pedagogical approaches, such as place-based, play-based, child-led, experiential, and outdoor education along with applied language immersion and creative expression at whatever level the facilitator wants to impart. It draws from various theories and educational philosophies including Waldorf, Montessori, Reggio Emilia, Piaget, International Education, peace education, and Gardner’s multiple intelligences. It aligns with <a href="https://www.cde.ca.gov/sp/cd/re/psfoundations.asp">California’s Preschool Learning Foundations </a>and the <a href="https://sustainabledevelopment.un.org/sdgs">United Nation’s Sustainable Development Goals.</a>

Tip: Look for animals, small and large, in your parks, protected areas, and/or backyard with a special focus on those that start with A (ardilla, araña, ave, abeja, etc.). You can find local wildlife guides online, at a local nature or wildlife rescue center, or use your own knowledge. 

Tip: Go outside and make some art under the trees. You can bring some supplies and your journals or also make art with leaves, stones, twigs, etc. 

Tip: Go out and look for art on walls, in people’s yards, in parks, etc. Look for things that’s start with A within the art that you find. You can play a game by keeping track of who spots more artwork or/and which piece of art has the most things that start with A.

AVENTURAS Peace Program Resources Alphabet Series, No. 1 Letter A

THE COMPLETE AVENTURAS TARGET VOCABULARY LIST AND LETTER/WORD SHEETS

The AVENTURAS vocabulary lists and accompanying worksheets that I created for this program are a collection of age-appropriate words and concepts that aim to connect the children to themselves, their community, their diverse world, and nature. The worksheets help introduce the many different ways letters are written or printed in the real world and can be used in different ways. An in-depth online certification program for educators and childcare providers, and a database of certified practitioners, is part of the larger vision. Through these initiatives, this type of bilingual education parents who want an AVENTURAS nanny or educator for their child/ren will be able to easily find (or provide training to) individuals in their own community. Receive access to this list of already vetted vocabulary and accompanying worksheets for each letter, by sending a donation (whatever you can afford). You can donate by visiting <a href="https://www.kimbanewton.com/aventuras.html">kimbanewton.com</a>. If enough funding is secured (or a publisher is found), I can finish this series (one book for each letter). As a donor, you will be the first to know when new books in this series are published.

In this publication you will find interactive flashcards which you can print out and an appendix of additional resources (“más materiales”). You can also take screenshots or print out any parts of this publication that you want to use. The resources provided are dynamic, in the sense that they can be used in various ways - to add in the child’s journal, to do word searches, to cut out and reorganize the words into a list, to circle the target and emergent vocabulary of the week, etc. You will find examples of lesson plan ideas and resources for the letter A, divided into five main sections: 1 - Ideas para adentro (ideas for inside) 2 - Ideas para afuera (ideas for outside) 3 - Ideas para aventuritas (ideas for outings/field trips) 4 - Materiales opcionales 5 - Más materiales This is just a sampling of the countless ways and resources you can use to integrate this approach into your own daily parenting or teaching practice and bring everyday moments and language alive. Using this model, you can continue on through the alphabet (or eco-cultural themes) on your own without needing the rest of this series. Use your imagination, online resources, and ask the children for ideas. However, if you would like to know when more AVENTURAS program resources are published, subscribe to the<a href="https://www.youtube.com/channel/UC-2Dc9-KdT6_p-Q2_CyDYmA"> AVENTURAS Spanish Education YouTube channel</a> or follow the Facebook pages: “<a href="https://www.facebook.com/ByKimba/">Kimba</a>” and “<a href="https://www.facebook.com/conexionesinstitute/">Conexiones Institute</a>.” The goal is to finish the ebooks in this alphabet series (one for each letter), if funding or a publisher is secured. You can help make this happen by sharing this resource with your friends and colleagues, and by making an introduction or donation in support of this work <a href="bookcreator://page/O1jKQvmtT5eFWHVzvzWU9w">(see page 89).</a>

The strategies in this book are the ones I recommend for solving conflicts between the children. You can teach them this approach by consistent modeling and facilitating conflict resolution.  Make sure you are attentive to whether one or both of the children involved in a dispute or emotional breakdown (aka tantrum), aren’t hungry, thirsty, too cold/hot, tired, etc. as these need to be dealt with first to help them be clear-headed. 

The creation and successful production of AVENTURAS Peace Program, and the publication of this resource would not have been possible without the support of numerous souls over two decades - truly too many to list. However, special mention must be made of my students and their families. Without their love, enthusiasm and attendance, AVENTURAS would have never developed and grown. A special thank you to my own children, who were by my side always adapting to my educational work, and sharing their mother, home, and farm with hundreds of babies and children. They are my teachers who continuously lead me to surprising questions and answers. Also a big “shout-out” to my husband, family members, friends, and mentors who have patiently listened to me and who have encouraged me to share my life’s work and findings. Thank you to the faculty of SDSU, who mentored and guided me through the proper due diligence and scrutiny that any educational program should have. And lastly, a special thank you to all of the founding members and advisors of Conexiones Institute, an important vehicle that allowed me to keep this work alive. You all know who you are and I am eternally grateful!

Tip: Some places have bird sanctuaries where you can feed (alimentar) the birds (aves).  Bring plenty of hand sanitizer and only feed birds where it is allowed to do so. For example, the Rotary Nature Center on Lake Merritt sells small bags of seeds, but other centers/parks prohibit feeding the birds.  

- EMERGENT ACTIVITIES AND VOCABULARY: Emergent activities arise when you keep an eye out for opportunities to use the week’s vocabulary in context as you go through everyday home/classroom life, with particular attention to what the child seems most interested in and wants to explore. Emergent vocabulary are words that arise naturally out of everyday life or an emergent activity that weren’t part of your original target words. You should be pleasantly surprised at the ”coincidences” that arise naturally. Look for silly alliterations to point out to joke around in Spanish (i.e., “Mira el gato gordo gris, es muy gracioso”). Write these down in your child’s journal, or if you have more than one student, write clearly with a marker on a teacher’s notebook and take a photo of the list to send to the parents at the end of each day for the final step below.

“Balancear la botella a la par de la bahía llena de barcos.”😂

- REVIEW: review target and emergent vocabulary around the dinner table or at bedtime, look at their journal together, recount the day’s fun adventures, ask them what they learned, what they enjoyed and didn’t enjoy, etc. You can also cook something or find a book for bed time or circle time that includes those words to review in a more experiential way. If student is not your child, take a moment to talk about the prior activities the next time you see them and before starting the next one. As words get added to the journal, keep using these intentionally from then on, repeating them as much as possible in context. In this way, you should be able to build out and maintain a more robust vocabulary as each week passes. If you are a new speaker yourself, you can review and add more vocabulary, sintax, and conjugations by adding some time, even if only a few minutes, to language apps like Duolingo or Babel to your evening routine. Older children can use these apps too, as well watch a Spanish video and movie.

<a href="https://www.pinterest.com.mx/pin/537617274246386274/">Pinterest</a>

Pinterest is full of educational resources and print outs that educators and parents have collected. 

UN ARTISTA PINTANDO UN ARCO IRIS

HACER UN PÓSTER DEL ABECEDARIO Y PINTARLO CON ACUARELAS

Tip: This is a collaboratively-created project that is worked on all week and then raffled among the participants.  Every child choses their own letters or they can be chosen by way of a raffle and let “the universe” decide. 

- UNITS: Each week is dedicated to a letter and sound. In the case of certain letters that appear at the beginning of few words, like the “w” and “x,” two letters can be studied in one week. You can also highlight words that contain the letter within the word. For older children eco-cultural weekly themes can be used, such as a week dedicated to all things “agua,” or “arte,” or “animales,” or “el océano,” etc. (See example activities relating to the theme of árboles (trees), at <a href="https://www.dropbox.com/sc/ojsyylsux0mc4qt/AAD1mLfVOyarrmtnmF7PI-h5a">tinyurl.com/AVENTURASconArboles).</a> - TARGET VOCABULARY: Make a list of your initial target vocabulary in advance - words that start with the letter of the week or that relate to the eco-cultural theme (5-25, depending on age). Focus on words and concepts that connect the child to themselves (body parts, feelings, etc), nature, and each other (their family, the greater world, community, etc).* - LESSONS: Plan five activities inside and outside the home or classroom that will intentionally elicit those words. They can be simple, like going for a walk, a game, or clean-up time. Ask your child/ren or student/s, depending on age, for ideas. Involve them as much as possible, even if it is at least allowing them to choose (or vote) between two choices. Intentionally include at least one activity of each of the following: - an activity that involves nature/the outdoors - an activity that involves cultural diversity - an activity that involves creative expression/art - an activity that involves a collaborative creation (i.e., art project, dance, story, game, etc.) - an activity in their local community Each time you circle through the alphabet you can revisit some activities, but add new things to keep it fresh. Don’t over-plan because it is important to leave plenty of time to allow for emergent activities by allowing the children to lead through own play and exploration.

*To access a “cheat list” of already vetted, age-appropriate vocabulary, go to <a href="bookcreator://page/XN_rg74ESt6PfvG33Sszlw">page 89.</a>

(LEARN ABOUT THE AMAZON JUNGLE AND RIVER)

Afganistán Africa Albania Alemania Alpes America Andorra Angola Anguila

Antártida Arabia Saudita Argelia Argentina Armenia Aruba Asia Australia Azerbaiyán

APRENDER ACERCA DE PAÍSES QUE EMPIEZAN CON LA LETRA A

Tip: Search on a browser in advance, and then share a few screenshots and videos of things relating to the country you choose. Use search terms like: “music from x, maps from x, dances from x, clothes from x, art from x, everyday life in x, tourist videos of x, “landing in x,” flag of x,” “people of x,” “anthem of x” etc. (x = name of country). You can take fun “virtual” trips by using play acting and simple props (couch=plane, belts=seatbelts) and YouTube videos of each step (airport landing, taxi ride, sightseeing, eating local foods, taking off, etc.)* You can also do an art project or learn a new dance move inspired by these virtual trips. Example video collection of a virtual trip to Australia located here: <a href="https://www.youtube.com/playlist?list=PLog53kBWFPcMEt42ascshc0xz0s5GnSaA">tinyurl.com/AVENTURAvirtualAustralia</a>

<a href="https://youtu.be/Jx09yQoP6FU">https://youtu.be/Jx09yQoP6FU</a>

These are a couple of short videos for the week you are learning about things that start with A (contain words like “árbol,” “alimento,” and “agua”). They have some hidden silly scenes whereas the plants talk to make them fun for kids. They also model to adults how to make everyday activities into a Spanish lesson. Notice that I allow the child to speak back in English, but the adult sticks to speaking Spanish while validating the child’s language growth in whatever language they express themselves in.  Notice how much more Spanish Sofía is speaking at the end of the video due to the adult sticking firmly to Spanish and making the experience fun.

<a href="https://www.countryflags.com">CountryFlags.com</a>

¿Cuál es tu favorita? ¿Cual es más grande? ¿Cuántas hay? Etc.

AMOR AMIGOS Y ÁRBOLES AGUA AZUL Y ANIMALES

ADENTRO ABAJO Y ARRIBA AFUERA AMOR Y ALEGRÍA

CANTAR “AMOR, AMIGOS, Y ÁRBOLES” Y OTRAS CANCIONES CON “A”

(SING AND MAKE UP SONGS THAT HAVE WORDS THAT START WITH A)

Tip: Ask the kids to help you come up with a song or spoken word poem using as many words that start with the letter of the week as possible.  Alliterations are a fun way to play with language. You can do Spanglish ones too with funny results that most kids enjoy. Above is as an example. Copy it and make it your own for the other letters or do something completely different. 

MIRAR ESCUCHAR REGRESAR ESPERAR PARAR CUIDAR - la tierra, las plantas, los animales, nuestras cosas, y a nuestros amigos PARA... DISFRUTAR!

Use a safety rules routine as soon as you go outside to review basic safety and community rules. Use hand pantomime or sign language for each word. We used these same signs for when out and about and in louder places, like walking in the city streets.  The clap, when used, signaled danger and to turn and look at the adult. When we say “cuidar,” we put one hand on the ground, then look around, and then look at each other in the eyes and smile.

Tip: There are countless ideas on how to delve deeper into the word or theme of “arte” (art).  Your children can make individual or collective E-journals about art, whereas they document their activities, outings, and art work. They can also record themselves saying words in Spanish, so it elicits their vocalization. See an example E-journal, full of ideas on things to do to explore art, by visiting

<a href="https://read.bookcreator.com/msxfWAvIWDTsmsO0E9VGJ3qYHBE2/fAKAR8rWQSqjKQ7IRQs9xw">tinyurl.com/AVENTURASconArteEjournal</a>

Tip: Here a video of Kimba and her daughter planting a tree that can help motivate your child. This video highlights relevant vocabulary.

<a xmlns="http://www.w3.org/1999/xhtml" href="https://youtu.be/Jx09yQoP6FU">https://youtu.be/Jx09yQoP6FU</a>

*To access a “cheat list” of already vetted, age-appropriate vocabulary, go to <a href="bookcreator://page/O1jKQvmtT5eFWHVzvzWU9w">page 89.</a>

Para imprimir y pegar en el cuaderno. Circula las palabras que sabes.

¿Adónde podemos ir para encontrar palabras con A?

AVENTURAS is a minimalist, yet impactful early childhood bilingual curriculum that employs a unique approach to help tots and young children develop 21st century sustainability and peace skills and emotional intelligence. It can easily be added or folded into existing parenting or teaching practice. It is widely recognized that the first eight years of life, especially the first five years, is a critical period for socio-emotional development and the development of life-long beliefs, and subconscious or implicit biases, perceptions, and habits. During this impactful period, this approach can intentionally nurture inner “peace skills” like open-mindedness, cultural competence, empathy, creativity, mental flexibility, nonviolent communication, adaptability to change, humor, and ecological stewardship. This is accomplished through intentional early exposure to a second language (in this case Spanish), combined with elements such as free play, outdoor exploration, “aventuritas” (small adventures) in our community, everyday activities, creative expression, and exposure to the arts.*

*You can find a list of studies backing up this approach at the end of this book and in the references section of the AVENTURAS Program evaluation, which can be accessed on <a xmlns="http://www.w3.org/1999/xhtml" href="bookcreator://page/n0-QTbbqTDSqN4olhlkfrw">page 107.</a>

Tip: Use helmets with young children to help assure their safety in case of a fall.  Always spot young children while they are climbing trees.

<a href="https://bookcreator.com">BOOK CREATOR APP FOR TABLETS</a>

Watch an intro video at <a href="https://vimeo.com/220782126">vimeo.com/220782126</a>

<a href="https://amzn.to/3cNNRri">NACHO: Libro Inicial de Lectura</a>

Almost every child in Latin America has learned to read Spanish with this simple resource. Usually introduced in 1st grade but younger students often enjoy it. Keep it fun and lighthearted. Never pressure a child to learn to read before they are ready.

I am sharing this curriculum as widely as possible because of my deep love for children and the belief that a more sustainable, just, and peaceful world for all of them is possible.  Because of my personal experience with war, crime, and mass emigration in my home country, El Salvador, I’ve dedicated my studies and career to the advancement of sustainable economic development, peace, and equality, primarily as an educator, program director, and writer. I have degrees in education, history, and applied anthropology. 

There are many ways to build a better world, but the children that will inherit and grow up in today’s world are KEY. Given globalization and rapid change, I believe we need to do more to support them in developing their emotional intelligence and 21st Century skills to help them be happy, ecologically and culturally competent, and mentally flexible and creative. This, in turn, will help build a solid foundation of citizens who can help uphold and co-create a more sustainable world for all into the future. It is impossible for one life or educational experience to provide 100% protection against developing racist beliefs, engaging in bullying, not caring about the environment, being closed-minded, mentally rigid, or becoming a violent adult. However, my years of applied work in this area and numerous peer-reviewed studies strongly suggest that early exposure to a second language nurtures emotional intelligence and inner peace skills, such as cultural empathy, “perspective-taking,” open-mindedness, mental flexibility, cooperative ethos, and adaptability to change. Other studies strongly suggest that early outdoor and ecological education nurtures a life-long connection to nature and eco-stewardship habits and values. And play-based, child-led, and creative expression education in early childhood has been shown to help children nurture their creativity and an appreciation for the arts, which, in turn, allows them to express themselves non-violently and find creative and constructive solutions to problems.*

UNA ABEJA SOBRE LA AMAPOLA ANARANJADA

The AVENTURAS Peace Education Approach Tutorial Video

<a xmlns="http://www.w3.org/1999/xhtml" href="https://drive.google.com/file/d/1p9xJLCYmrq3gnbvZ-2Qxnj8gbSNyN3hu/view">AVENTURAS Program Evaluation (MEd thesis)</a>

<a xmlns="http://www.w3.org/1999/xhtml" href="https://read.bookcreator.com/msxfWAvIWDTsmsO0E9VGJ3qYHBE2/P1YbECQYQKq88geJ3FC6ag">Animals Can Speak Spanish Too! (interactive ebook</a>

and <a xmlns="http://www.w3.org/1999/xhtml" href="https://youtu.be/UghTw6MxiyM">video)</a>

<a xmlns="http://www.w3.org/1999/xhtml" href="https://youtu.be/Jx09yQoP6FU">AVENTURAS con Kimba - Sembrando un Árbol (video)</a>

<a xmlns="http://www.w3.org/1999/xhtml" href="https://youtu.be/f3TUHuJorRE">AVENTURAS con Kimba - Regando las plantas (video)</a>

AVENTURAS Peace Program Resources Collection - <a href="https://tinyurl.com/ConexionesChannel">AVENTURAS Spanish Education Channel</a> - Alphabet Series - Eco-Cultural Series - SF Bay Area AVENTURAS Guide

Copyright (c) 2020 by Kimberly Newton-Klootwyk. All rights reserved. Feel free to reproduce any and all parts of this publication, and educational approach with proper attribution. Want to see more resources like these or reach out? Connect at:

<a href="https://www.kimbanewton.com">kimbanewton.com</a>

<a href="https://drive.google.com/file/d/1p9xJLCYmrq3gnbvZ-2Qxnj8gbSNyN3hu/view?usp=sharing">EVALUATION OF THE AVENTURAS PROGRAM</a>

Academic evaluation of the AVENTURAS Program. Includes feedback from parents and participants. 

CANTAR “AMOR, AMIGOS, Y ÁRBOLES” U OTRAS CANCIONES CON A

(LEARN ABOUT COUNTRIES THAT START WITH THE LETTER A)

<a href="https://amzn.to/2C8MAOP">https://amzn.to/2C8MAOP</a>

Tip: Look for and try to identify birds in your backyard and/or community. You can find local bird guides online or at local wildlife rescue centers. North American bird guides in Spanish are difficult to find, but you can use a guide book like Kaufman’s Field Guide and use the Latin name and use Google translate to find local names of each bird you find.  

- Barrable, A. (2019). Refocusing Environmental Education in the Early Years: A Brief Introduction to a Pedagogy for Connection. Education Sciences, 9(1), 61. doi: 10.3390/educsci9010061 - Bilingual Kidspot (2019). 5 Cognitive Benefits of Bilingualism: The Bilingual Brain Advantage. Retrieved from https://bilingualkidspot.com/2019/05/25/cognitive-benefits-of-bilingualism on May 15, 2020. - Bilingual Kidspot (2019). Bilingual Baby Brains: Why the baby brain can learn 2 languages at once. Retrieved from https://bilingualkidspot.com/2018/09/06/bilingual-baby-brains-learn-two-languages/ on April 3, 2020. - Boyle, A., et al.(2016), Dual Language Education Programs: Current State Policies and Practices. American Institutes for Research. Retrieved from http://www.air.org/resource/dual-language-education-programs-current-state-policies-and-practices on June 10, 2019. - Britto, P., &amp; Pérez-Escamilla, R. (2013). No second chances? Early critical periods in human development. Social Science &amp; Medicine, 97, 238-240. - Childcare Aware (2018), Child Care Aware of America’s 2018 State Fact Sheets. Retrieved from https://usa.childcareaware.org/wp-content/uploads/2018/08/2018-state-fact-sheets.pdf on April 22, 2019. - Children &amp; Nature Network. (n.d.). Retrieved December 5, 2019, from https://www.childrenandnature.org/. - Dewaele, Jean Marc &amp; van Oudenhoven, J.P. (2009). The effect of multilingualism/multiculturalism on personality: no gain without pain for Third Culture Kids? International Journal of Multilingualism, 6(4), 443-459.	 - Dewaele, Jean-Marc &amp; Wei, Li (2012). Multilingualism, empathy and multicompetence. International Journal of Multilingualism, 9, 352-366. - Evans, G., Otto, S., &amp; Kaiser, F. (2018). Childhood Origins of Young Adult Environmental Behavior. Psychological Science, 29(5), 679-687. - Fan, S., Liberman, Z., Keysar, B., &amp; Kinzler, K. (2015). The Exposure Advantage: Early Exposure to a Multilingual Environment Promotes Effective Communication. Psychological Science, 26(7), 1090-1097. - Gill, Tim (2014). The Benefits of Children&apos;s Engagement with Nature: A Systematic Literature Review. Children, Youth and Environments, 24(2), 10-34. doi:10.7721/chilyoutenvi.24.2.0010

(MAKE PAPER FANS OR DECORATE A DRAWING OF A FAN)

Tip: Go to a nearby body of water, such as a lake or beach, where there are many words that start with A (agua, arena, aves, alas, aire, animales, árboles, adentro, afuera, etc.). If you can’t go to a body of water, go to a local sandbox at a park and bring a gallon of water to add to their sand play. 

<a href="https://amzn.to/2YhhU5G">SILABARIO</a>

Here a unique twist on the silabario (see prior page) that incorporates eco-cultural values.

<a href="bookcreator://page/AlTK7OPWSB6-tOKHbpiyXg">IDEAS PARA ADENTRO, PAGE 12</a>

<a href="bookcreator://page/J1bgYt4GSz-3zoDg4PL1Uw">IDEAS PARA AVENTURITAS, PAGE 40</a>

<a href="bookcreator://page/G6HSiDA3Rs6HOFMPzbR6Bg">THE BASICS, PAGE 5</a>

<a href="bookcreator://page/WmiMf3gXQbehnBSR8UxVlA">RECURSOS OPCIONALES, PAGE 50</a>

<a href="bookcreator://page/0hY6n79DQEGNBjtSrjPIHg">THE FORMULA, PAGE 7</a>

<a href="bookcreator://page/tZ97XEsKTeWQkB4epj4VQw">MÁS RECURSOS, PAGE 86</a>

<a href="bookcreator://page/AlTK7OPWSB6-tOKHbpiyXg">MATERIALS, PAGE 9</a>

<a href="bookcreator://page/gbFoNXO5SJSLCWfEghD2NA">REFERENCES, PAGE 104</a>

Tip: you can do free paint, draw, or print out a letter A (or things that start with A) for them to color in with watercolors (acuarelas). 

(PAINT A GIANT LETTER A AND DECORATE IT WITH THINGS THAT START WITH A)

AVENTURAS was offered and perfected over ten years in the San Francisco Bay Area, California in camps, homes, home daycares, nanny-shares, classrooms, and after school programs through my small social enterprise, Conexiones Institute. It touched the lives of over 700 children, some spending up to eight years in the program. It combines over twenty years of experience and applied research of best practices in bilingual language, peace, anti-racism, and sustainability education.* The AVENTURAS approach to peace education is engaging to children, especially ages 0-6. AVENTURAS is highly regarded by participating children and families, based on reviews, long wait lists, and awards won. The students most often refer to it as “fun” and years later, most still speak or want to learn more Spanish. In addition, an academic evaluation conducted on the program as part of my master’s thesis in educational leadership at SDSU, suggests it does have the intended positive impacts on children. Only a longitudinal study with a control group can verify these initial findings and determine the extent of the impacts and if they are permanent. A growing body of research done on the impacts of similar early childhood experiences in the first years of life, support these initial findings.*

Tip: Here a video of Kimba and her daughter watering the plants that can help motivate your child. This video highlights relevant vocabulary.

- JOURNAL: You will help your child create their own “textbook.” This is optional, but highly recommended. You will need a scrapbook or journal (wide ruled composition books work great and they are usually under $5).  You will need tape, imagination, something to write/draw with, and whatever you have around. Inside it, the child can draw, color, practice their writing by copying letters/words, creating stories, etc.  You can also tape in their artwork, nature souvenirs, museum guides, flashcards from this book, etc. This is where you should write the week’s target vocabulary and document any emergent vocabulary words as they come up in everyday life so you can go back and review. 

(MAKE A POSTER OF THE ALPHABET AND COLOR IT WITH WATERCOLORS)

In this publication you will find interactive flashcards which you can print out and an appendix of additional resources (“más materiales”). You can also take screenshots or print out any parts of this publication that you want to use. The resources provided are dynamic, in the sense that they can be used in various ways - to add in the child’s journal, to do word searches, to cut out and reorganize the words into a list, to circle the target and emergent vocabulary of the week, etc. You will find examples of lesson plan ideas and resources for the letter A, divided into five main sections: 1 - Ideas para adentro (ideas for inside) 2 - Ideas para afuera (ideas for outside) 3 - Ideas para aventuritas (ideas for outings/field trips) 4 - Materiales opcionales (optional materials) 5 - Más recursos (more resources) This is just a sampling of the countless ways and resources you can use to integrate this approach into your own daily parenting or teaching practice and bring everyday moments and language alive. Using this model, you can continue on through the alphabet (or eco-cultural themes) on your own without needing the rest of this series. Use your imagination, online resources, and ask the children for ideas. However, if you would like to know when more AVENTURAS program resources are published, subscribe to the<a href="https://www.youtube.com/channel/UC-2Dc9-KdT6_p-Q2_CyDYmA"> AVENTURAS Spanish Education YouTube channel</a> or follow the Facebook pages: “<a href="https://www.facebook.com/ByKimba/">Kimba</a>” and “<a href="https://www.facebook.com/conexionesinstitute/">Conexiones Institute</a>.” The goal is to finish the ebooks in this alphabet series (one for each letter), if funding or a publisher is secured. You can help make this happen by sharing this resource with your friends and colleagues, and by making an introduction or donation in support of this work <a href="bookcreator://page/XN_rg74ESt6PfvG33Sszlw">(see page 89).</a>

Name

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