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MonTECH provides technology, support, and services that improve the quality of life for Montanans with disabilities.

Borrow assistive technologies and adaptive equipment, and receive free, one-to-one help learning about devices we loan. MonTECH ships most items anywhere in Montana; free shipping and return shipping.*

Who can utilize MonTECH? Any Montanan, any age, with any physical or cognitive challenge including learning disabilities and impairments associated with aging. Do you live in Montana? If so, you qualify!

MonTECH's Missoula office is open 8:15 am - 5:00 pm weekdays for equipment drop-offs and pick-ups. For 1:1 assistance, please make an appointment. The Billings office is open by appointment.
*Some loan items are too large to ship and must be picked up at our Missoula location.
Make an Appointment for a Free 1:1 Assistive Technology Consultation

Missoula: For an in-person or online appointment, or to schedule a call, contact Michelle Allen at (406) 243-5486, michelle.allen@mso.umt.edu.

Billings: For an online appointment, or to schedule a call, feel free to use this link . Contact our Billings office directly to arrange equipment drop-off or pick-up: (406) 657-2089.

Support Our Mission While Spreading the Word About MonTECH

MonTECH provides Montanans with access to assistive technology regardless of socioeconomic factors like income. You can support our mission with a donation, or by purchasing MonTECH merchandise through our online store. All proceeds go directly to purchasing equipment for our loan program and supporting our annual conference for those with complex communication needs.

MonTECH strictly adheres to CDC guidelines for the cleaning of our equipment. We offer online as well as in-person appointments, and curbside service for equipment pick-up and drop-off.

Equipment Loans "
MonTECH loans assistive technology and adaptive equipment. Borrow for 30, 90, or 180 days depending on the loan item. MonTECH also hosts a loan program for adaptive trikes (Wheels Across Montana) in five locations around the state, and a re-use/exchange program.
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Demonstrations "
Demonstrations provide a way to explore the assistive technology available for your needs. Compare devices and learn features in a supportive, 1:1 environment. We hold demonstrations at our Missoula and Billings offices as well as virtually using the video-call platform of your choice.

Financial Assistance "
The funding resource guide lists funding sources available to acquire needed technologies and equipment. In partnership with RDI, Inc., MonTECH also offers a financial loan option; successful applicants can utilize this program to purchase home and vehicle modification, adaptive recreation equipment, and assistive devices including hearing aids.

Training "
MonTECH offers numerous Assistive Technology (AT) training opportunities for teams and individuals.

Reuse "
Sell, give away, exchange, or list a need for assistive technology or adaptive equipment free of charge. Post equipment that you need or want to sell on our exchange.

Accessible Boat Launch Sites "
New adaptive kayak/canoe/SUP launch sites project.

Get Started Ask a Question " Schedule an appointment " Evaluation Form "

MonTECH's Upcoming Events

Sorry, there are no upcoming events at this time. VIEW ALL EVENTS "

Michaela and Her Mom Find Freedom with Assistive Tech

Michaela Turner moved to Montana last year. The 32-year-old has Down syndrome and was well supported in Massachusetts. Here? "It was a shocker," Mom Becky remembers. "Michaela is now on [...]

MonTECH 2022 Annual Report

This year was amazing for MonTECH and the Montanans we serve. We rounded out our loan inventory for Montanans living with memory loss and their caregivers, and for outdoor enthusiasts [...]

Sign-up for MonTECH's newsletter. Receive updates on loan items, loans and upcoming events.

Trionic Veloped Trek

The Trionic Veloped Trek is a new take on the standard wheeled walker that allows you to enjoy life to its fullest. Fully equipped for hiking and traveling, it can [...]

Jogger Axiom Improv Push Chair

Axiom Size 3: All-terrain folding mobility system with an adjustable sun canopy. Accommodates a child approximately 12 to 15 years old, 59″-64″ in height; [...]

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MonTECH: Improving Lives with Technology MonTECH provides technology, support, and services that improve the quality of life for Montanans with disabilities. Borrow assistive technologies and adaptive equipment, and receive [...]

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CACFP Recipes for Child Care Homes and Adult Day Care

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Resources on Serving Montana Children with Disabilities 

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Resources on Serving Montana Children with Disabilities 

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General Health Care | Mental Health | Physical/Intellectual/Developmental Disabilities | Substance Abuse

Center for Health and Health Care in Schools Based at Georgetown University, the Center tests model programs to expand dental and mental health services to children through school-based health centers; analyzes policy options for organizing and financing health programs in schools; advises government officials and leaders in schools and health care institutions on how to provide cost-effective, accountable school health programs; researches issues and publicizes findings on the effectiveness of various school-based health programs and services; informs policymakers and the public on alternative approaches to school-based health programs and services through the CHHCS website, listserv, e-journal, and print publications.

Children's National Medical Center Comprises seven Centers of Excellence:

The Center for Cancer and Blood Disorders The Diana L. and Stephen A. Goldberg Center for Community Pediatric Health
The Center for Heart, Lung and Kidney Disease.

The Center for Hospital-based Specialties Core inpatient services, including emergency care, neonatal and pediatric critical care, general inpatient care, diagnostic imaging and radiology, and respiratory therapy, as well as multiple outpatient services.

The Center for Neuroscience and Behavioral Medicine. Treats illnesses involving a child's psychological well-being, brain and nervous system.

The Center for Surgical Care. Surgeons perform more than 15,000 surgeries each year on infants, children and adolescents. Children's surgeons perform laser surgery and employ many types of minimally invasive techniques.

Child Health Advocacy Institute identifies and studies threats facing children and develops and and implements interventions to improve pediatric health outcomes.

Coordinated School Health Model A coordinated school health program (CSHP) model has eight interactive components (1) Health Education; (2) Physical Education; (3) Health Services; (4) Nutrition Services; (5) Counseling and Psychological Services ;(6) Healthy School Environments; (7) Health Promotion for Staff; and (8) Family/Community Involvement.

Covering Kids: National Health Access Initiative for Low-income, Uninsured Children Helps states and local communities increase the number of eligible children who benefit from health insurance coverage programs.

Data Resource Center on Child and Adolescent Health Free, easy-to-use website with national, state, and regional survey findings, interactive data search tools, personalized technical help by email or telephone, and information and examples to help visitors use data more effectively.

Family Doctor American Academy of Family Physicians has developed a web site designed to provide health information to the whole family, including teens. The teens section includes information about a number of childhood chronic health conditions, including sickle cell, cystic fibrosis, diabetes and cerebral palsy. Each brief condition specific entry includes information about "what doctors do" to treat the condition; and what teens can do to cope with the condition, and be healthier.

Health Care Transition The Promising Practices in Health Care Transition Project at the Institute for Child Health Policy at the University of Florida.

Health Resources and Services Administration, Maternal and Child Health Bureau, Division of Child, Adolescent and Family Health.

Association of Maternal and Child Health Programs.

Healthy Mothers, Healthy Babies Coalition.
Montana CHIP (Children's Health Insurance Plan) Montana Public Health Home Visiting Program
National Alliance for Drug-Endangered Children supports a nationwide network of professionals serving drug endangered children by providing referrals to experts, updated research on topics concerning drug endangered children, and best practice information.
National Association of School Nurses
National Center of Medical Home Initiatives Sponsored by American Academy of Pediatrics, provides "Every Child Needs a Medical Home" Training Curriculum. Curriculum has seven components offering strategies and resources to provide care for children in a changing health care environment and provide a practical framework for creating medical home implementation awareness.

National Institute of Child Health and Human Development. Conducts and supports laboratory, clinical, and epidemiological research on the reproductive, neurobiologic, developmental, and behavioral processes that determine and maintain the health of children, adults, families, and populations.
National Resource Center for Child Welfare Data and Technology
Public Policy Information and Analysis Center for Middle Childhood, Adolescent and Young Adult Health. Assists Maternal and Child Health Bureau in identifying, developing and analyzing information helpful to practitioners and policymakers at the national, state and local levels. The goal is to enhance the health status of the middle childhood and adolescent populations.

Research and Policy Center for Childhood and Adolescence, School of Medicine, University of California at San Francisco.

Teaching, Responding and Communicating Quality Physical Education: Creating Quality, Inclusive Physical Education & Physical Activity for all Students Publication from the North Carolina Office on Disability and Health.
U.S. Department of Health and Human Services

Physical Activity Guidelines for Americans are designed so people can easily fit physical activity into their daily plan and incorporate activities they enjoy. The guidelines are based on the first thorough review of scientific research about physical activity and health in more than a decade. Guidelines are grouped by the following: children and adolescents, adults, older adults, pregnant women, adults with disabilities, and people with chronic medical conditions.

U.S. Environmental Protection Agency

Healthy School Environments Assessment Tool (HealthySEATv2) is a fully customizable and easy to use software program designed to help school districts evaluate and manage all of their environmental, safety and health issues.

Siting of School Facilities An EPA-wide work group is currently developing the draft of the Voluntary Model School Siting Guidelines and anticipates posting a draft for public comment in summer, 2009.

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American Academy of Child and Adolescent Psychiatry.
American Professional Society on the Abuse of Children American School Counselor Association
Casey Family Programs supports families, youth, and children in reaching their full potential. Casey provides an array of permanency planning, prevention, and transition services such as long-term family foster care, adoption, kinship care, job training, and scholarships. Through advocacy efforts, national and local community partnerships, and by serving as a center for information and learning about children in need of permanent family connections, the Programs aim to improve public and private services for children, youth, and families affected by the child welfare system.

Center for School Mental Health works with a wide range of stakeholders invested in integrated approaches to reduce barriers to student learning, including families, youth, educators, mental health and other child system staff, advocates, legislators, researchers and government officials. CSMH hosts national and regional conferences to advance research, policy, and practice related to mental health in schools.
Montana Association of School Psychologists Montana Children's Mental Health Services
Wraparound Montana: Psychiatric Residential Treatment Facility Demonstration Waiver

National Association of School Psychologists provides information for students, families and teachers.

National Early Childhood Technical Assistance Center is supported by the U.S. Department of Education's Office of Special Education Programs. NECTAC serves all 50 states and 10 jurisdictions with an array of services and supports to improve service systems and outcomes for infants, toddlers, and preschool aged children with special needs and their families. Each state's Part C and Section 619 Program Coordinators have a contact person at NECTAC and request TA on behalf of their state programs.

Developmental Screening and Assessment Instruments with an Emphasis on Social and Emotional Development for Young Children Ages Birth through Five (May, 2008) Almost 40 instruments are categorized by whether they address multiple domains of development or whether they focus on social emotional development. Each instrument comes with a description and information about the age range for which it is appropriate, the time needed to administer the instrument, how scoring works, and who should conduct the screening. This document should be helpful to early childhood special education teachers, early childhood mental health specialists, and pre-k teachers in general.

National Child Traumatic Stress Network provides information for parents and caregivers, military children and families, educators, the media, and other professionals. Distance learning is available for professionals and families. Special topics include natural disasters and terrorism.

National Technical Assistance Center for Children's Mental Health. Based at Georgetown University, this center serves both vulnerable children and their families, and influences local, national, and international programs and policy.

Research and Training Center on Family Support and Children's Mental Health Focuses on improving services to children and youth who have mental, emotional, or behavioral disorders and their families.

Shodair Hospital (Helena) The Children's Unit provides in-patient psychiatric services for children 3-12 years old. Two Adolescent Units provide residential psychiatric treatment for children 12-18 years old. Shodair also conducts more than 70 genetics clinics annually throughout Montana to diagnose genetic conditions or disorders. Staff work with state perinatologists to diagnose and manage pregnancies at high risk for genetic disorders or birth defects.

Tunnels and Cliffs : A Guide for Workforce Development Practitioners and Policymakers serving Youth with Mental Health Needs helps workforce development practitioners, administrators, and policymakers increase their understanding of youth with mental health needs and the supports necessary to help them transition into the workforce successfully.
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Physical/Intellectual/Developmental Disabilities
American Professional Society on the Abuse of Children Association on Higher Education and Disability
Center on Inclusion in Early Childhood shares knowledge, fosters skills, and encourages attitudes that promote inclusion as a core component of excellence in early childhood. The Center expands child care options for children with disabilities and their families;
provides training and technical assistance for child care providers and other early childhood professionals (including specialists in early intervention and special education); and improves the quality of the child care experience for all children.

Community Services Locator Online Directory for finding community services for children and families. Service providers and families can use the directory to find health, mental health, family support, parenting, child care, and other services in their communities. Topics include education and special needs, health and wellness, mental health and well-being, family support, parenting, child care and early childhood education, and financial support.

Council of Administrators of Special Education is an international professional educational organization which is affiliated with the Council for Exceptional Children. Members are dedicated to the enhancement of the worth, dignity, potential, and uniqueness of each individual in society.

Epilepsy Foundation Provides training programs and "seizure smart" resource kits for teachers to increase their sensitivity and knowledge about seizures and supplies a comprehensive "Students with Seizures" manual for school nurses. An entire section is devoted to teachers, providing them with seizure information and suggestions on how to talk to kids in the classroom after a child has a seizure.

Family Doctor American Academy of Family Physicians has developed a web site designed to provide health information to the whole family, including teens. The teens section includes information about a number of childhood chronic health conditions, including sickle cell, cystic fibrosis, diabetes and cerebral palsy. Each brief condition specific entry includes information about "what doctors do" to treat the condition; and what teens can do to cope with the condition, and be healthier.

Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill

Genetics Home Reference National Institutes of Health online portal offers parents and physicians consumer-friendly information on over 200 genetic disorders and related genes. The site features an illustrated tutorial that explains the basics of genetics and includes a glossary of genetics terms. The lay-friendly site is particularly helpful to parents whose newborns have been detected with a genetic condition, and are looking for easy-to-read information on specific conditions.

Growing Up with Spina Bifida: What Have We Learned Report from the North Carolina Office on Disability and Health summarizes the major findings of the spina bifida research study, "Quality of Life and Secondary Conditions in Individuals with Spina Bifida."

Heath Clearinghouse on Postsecondary Education for Individuals with Disabilities at George Washington University has information for students with disabilities, educators, families, and guidance counselors.

Kennedy Krieger Institute Internationally recognized facility in Baltimore, Maryland is dedicated to improving the lives of children and adolescents with pediatric developmental disabilities through patient care, special education, research, and professional training. The Institute's clinical programs offer an interdisciplinary approach in treatment tailored to the individual needs of each child. Services include over 40 outpatient clinics; neurobehavioral, rehabilitation, and pediatric feeding disorders inpatient units; plus several home and community programs providing services to assist families.
Montana Children's Special Health Services Montana Early Childhood Comprehensive System Montana Education Association - Montana Federation of Teachers Montana Newborn Screening
Montana Parent Information and Resource Center provides leadership, technical assistance and coordination to help boost student academic achievement. The MT PIRC provides technical assistance and resources for school-family-community partnerships; and brings information, training and support to parents, educators, and those working with families. The focus is on early learning and school readiness; parent leadership; school-family-community partnerships; and statewide networking.
Montana Parent-Teacher Association
National Alliance for Medicaid in Education represents the nation's Medicaid and Education agency staff, along with local education agency administrators, with programmatic responsibility for administering Medicaid's Administrative Claiming and Direct Billing of Health Related Service programs in schools. The primary purposes of NAME are to provide an information network among the states on issues pertinent to the Medicaid programs in schools and to act as a focal point of communication between the states.

National Center on Birth Defects and Developmental Disabilities identifies the causes of and prevents birth defects and developmental disabilities, helps children to develop and reach their full potential, and promotes health and well-being among people of all ages with disabilities.

National Early Childhood Technical Assistance Center is supported by the U.S. Department of Education's Office of Special Education Programs. NECTAC serves all 50 states and 10 jurisdictions with an array of services and supports to improve service systems and outcomes for infants, toddlers, and preschool aged children with special needs and their families. Each state's Part C and Section 619 Program Coordinators have a contact person at NECTAC and request TA on behalf of their state programs.

Developmental Screening and Assessment Instruments with an Emphasis on Social and Emotional Development for Young Children Ages Birth through Five (May, 2008) Almost 40 instruments are categorized by whether they address multiple domains of development or whether they focus on social emotional development. Each instrument comes with a description and information about the age range for which it is appropriate, the time needed to administer the instrument, how scoring works, and who should conduct the screening. This document should be helpful to early childhood special education teachers, early childhood mental health specialists, and pre-k teachers in general.

National Collaborative on Workforce and Disability for Youth. Ensures that young people with disabilities have access to high-quality services to maximize their opportunities for employment.

National Dissemination Center for Children and Youth with Disabilities Maintains state resource lists of elected officials, state disability-related agencies, parent resource centers, and disability organizations.

National Resource Center for Early Hearing Detection and Intervention at Utah State University helps state agencies, health care providers, hospitals, early intervention programs and families nationwide to develop and sustain comprehensive EHDI programs.

One Place for Special Needs is a web site created by a parent familiar with the frustrations of trying to locate appropriate services. She is creating a national database of organizations and is recruiting
therapists, tutors, special ed teachers, retired teachers, paraprofessionals, sitters/caregivers, students in the education/therapy/nursing fields, professionals in the medical and mental health field, vocational/social/life skills coaches and any people, organizations and businesses who help or offer services to those with special needs.

Online Oral Health Tutorial for Non-Dental Professionals: The UCLID Center (LEND Program) at the University of Pittsburgh has added a section on oral health in infants, toddlers, and preschoolers and children with disabilities to its free online tutorial. In addition to a general overview there is specific information regarding oral health in individuals with HIV/AIDS, Cerebral Palsy, and Down Syndrome.

PEAK Parent Center, Inc. - Region 5 Parent Training & Technical Assistance Center serves Arizona, Colorado, Kansas, Montana, Nebraska, New Mexico, North Dakota, South Dakota, Utah and Wyoming.

Think College U.S. Department of Education web site for students with intellectual disabilities, family members, and professionals. Provides a searchable database of postsecondary education programs that support youth with intellectual disabilities, a discussion board designed by students for others interested in sharing college experiences, "Choice for Everyone" Listserv for family members and a wide range of professionals, and a resource section of web-based resources and publications.
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Center for Treatment Research on Adolescent Drug Abuse . Develops, refines, and evaluates family-oriented treatments for drug abusing adolescents. CTRADA investigators also aim to develop a greater understanding of treatment factors and patient and family characteristics that increase or decrease the likelihood of treatment success.

Missoula Forum for Children and Youth is an alliance of prevention coalitions, agencies, and individuals united by a common mission: To build and maintain a supportive environment for collaborative and proactive work to help Missoula prevent substance abuse and other problem behaviors and grow healthy and resilient children and youth.

National Alliance for Drug-Endangered Children supports a nationwide network of professionals serving drug endangered children by providing referrals to experts, updated research on topics concerning drug endangered children, and best practice information.

National Drug and Alcohol Abuse Helpline helps individuals find a rehabilitation program for specific alcohol or drug addiction problem. Case workers are available 24 hours a day, 7 days a week.
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Resources on Serving Montana Children with Disabilities " Montana Disability and Health Program

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General Health Care | Mental Health | Physical/Intellectual/Developmental Disabilities | Substance Abuse Center for Health and Health Care in Schools Based at Georgetown University, the Center tests model programs to expand dental and mental health services to children through school-based health centers; analyzes policy options for organizing and financing health

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Promoting Young Children's Social and Emotional Health

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Promoting Young Children's Social and Emotional Health

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In a preschool classroom, some of the 3- and 4-year-old children smile, laugh, and giggle during free play; are curious about what happens next during story time; ask what and why questions while doing hands-on activities; and use words to express feelings and needs. In the toy area, Tom and Juan both reach for a small blue car. Tom says, "May I please have it first, then you have it later?" Juan replies, "You have it for five minutes and then I have it for five minutes." Noticing this exchange, their teacher says, "Tom and Juan, you are talking about taking turns. What a great way to play together!"

Tom, Juan, and their classmates are a model of social and emotional health in preschool. Children who are socially and emotionally healthy tend to demonstrate, and continue to develop, several important behaviors and skills (adapted from McClellan & Katz 2001 and Bilmes 2012). They

Are usually in a positive mood

Listen and follow directions

Have close relationships with caregivers and peers

Care about friends and show interest in others

Recognize, label, and manage their own emotions

Understand others' emotions and show empathy

Express wishes and preferences clearly

Gain access to ongoing play and group activities

Are able to play, negotiate, and compromise with others

Why social and emotional health matters

Children's social and emotional health affects their overall development and learning. Research indicates that children who are mentally healthy tend to be happier, show greater motivation to learn, have a more positive attitude toward school, more eagerly participate in class activities, and demonstrate higher academic performance than less mentally healthy peers (Hyson 2004; Kostelnik et al. 2015). Children who exhibit social and emotional difficulties tend to have trouble following directions and participating in learning activities. Compared with healthier peers, they may be more likely to suffer rejection by classmates, have low self-esteem, do poorly in school, and be suspended (Hyson 2004; Kostelnik et al. 2015). Thus, children's social and emotional health is just as important as their physical health, and affects their capacity to develop and potential to lead a fulfilling life.

Teachers can promote children's social and emotional health in many ways, for example, by organizing a material-rich environment to stimulate social interactions among children. This article focuses on two of the most important practices: building trusting relationships and conducting intentional teaching.

Establish trusting relationships

Young children develop and learn in the context of relationships. A trusting and caring teacher-child relationship is essential for children's optimum development (Raikes & Edwards 2009). Children who have trusting relationships with their teachers are, on average, more willing to ask questions, solve problems, try new tasks, and express their thinking than their peers without such relationships (O'Connor & McCartney 2007). In her work supervising student teachers, Ho (the first author) often sees children developing positive social and emotional health as a result of close relationships with their teachers. For example, children learn to use words to express their feelings-such as Amy saying to Emily, "I am sad when you use hurting words!"-and to show empathy-as when Arjun gently pats Brian's head and says, "Are you okay? Do you want to hold the teddy bear?"

Children benefit socially, emotionally, and academically when teachers intentionally create close, trusting relationships (Palermo et al. 2007). But gaining the trust of every child is not as simple as being nice and engaging. How can teachers create trusting relationships with all of the children? Consistently offering warmth, affection, respect, and caring is essential.

Showing warmth and affection consistently

Warmth and affection-even on bad days and when children are misbehaving-are critical to children's well-being in early education settings (Ostrosky & Jung 2005). They contribute to developing secure relationships between children and adults, provide models of gentle behavior, and are linked with children's ability to interact positively with peers (Twardosz 2005). The preschoolers we observed used gentle hands and kind words and positively interacted with peers most of the time. Their social and emotional well-being was nourished by their teachers' warmth and affection, which is shown in the following examples:

Ms. Johnson displays a pleasant facial expression throughout the day. She smiles when greeting children in the morning, says goodbye in the afternoon, and acknowledges children's appropriate behaviors.

Mr. Logan uses the appropriate tone of voice at all times. His speech is at normal pitch and volume; his tone is relaxed and soft. Even when he has to redirect a child's behavior, he remains calm and warm to convey that his concern is with the behavior-not the child.

Ms. Aragon gives appropriate touches when necessary, such as a pat on the back, a handshake, hugs, and brief tickles.

Ms. Lizama moves physically close to the children and bends or crouches to be at the children's eye level while talking to them.

Mr. Sharma often uses loving comments to show he cares: "I am so happy to see you this morning!," "I missed you yesterday," "I love seeing your smile!" And he is careful to make such comments to all of the children in his classroom.

Respecting and caring about every child

Showing respect is a key way to connect with children and strengthen positive relationships. It helps children feel more confident and competent to explore and learn (Dombro, Jablon, & Stetson 2011). Ms. Carnes establishes and maintains close personal bonds with every child in her classroom by consistently acting in respectful and caring ways. Specifically, she

Listens with full attenti on and restates what children say (often also seizing the opportunity to expose the children to new vocabulary). Jason, a 4-year-old, says, "Look, I made a truck with lots of Legos!" Ms. Carnes replies, "Oh, I see, Jason. You built a truck with dozens of Legos." Jason adds, "I use this truck to deliver apples and bananas to the grocery store." Ms. Carnes responds, "Using a truck to deliver nutritious fruits to the grocery store is helpful." Listening to children attentively and reflectively enhances their self-worth and confidence. When teachers actively listen to children, they convey that they care about what the children have to say, and the children are more likely to share their thoughts, ideas, feelings, and stories.

Accepts and reflects children's feel ings. Frowning, Jasper says to the teacher, "Michael has all the big blocks!" Ms. Carnes responds, "Jasper, you seem upset that there are no more large blocks to build with right now. It is difficult to wait!" Amy says with enthusiasm, "We are about to go outside!" Ms. Carnes answers, "The sparkles in your eyes tell me you can hardly wait to go outside. You are excited." When they accept and reflect children's feelings, teachers exhibit sensitivity and caring in a way children understand. Teachers' acknowledgments make children feel heard and accepted (Duffy 2008). As a result, children feel safe to express their emotions-and receive support in identifying, labeling, and better understanding their emotions.

Spends private, quality time with individual chi ldren through one-on-one activities, such as story reading and game pla ying. Emily is sad when her mom leaves. Ms. Carnes reads her a book in a cozy corner with soft pillows and stuffed animals. Afterward, Emily is ready to explore and play in the classroom. Judy complains that no one wants to play with her at the tactile table. Ms. Carnes sits at the table and plays with Judy until another child joins the play. In addition, Ms. Carnes spends quality time with individual children by putting aside other work, moving to the child's level, and conversing openly with the child. Ms. Carnes keeps track to ensure that she speaks with each child regularly, which deepens their relationship and builds trust (Gartrell 2007). Ms. Carnes finds time for these conversations throughout the day, especially during greeting, free play, snack, lunch, and departure time.

Teach social and emotional skills intentionally

Helping children develop social and emotional skills is the heart and soul of any good program for young children (Gordon & Browne 2014). Teachers (and all caregivers) play key roles in helping children develop social and emotional competence (Kostelnik et al. 2015). Teachers can intentionally support children's social and emotional health by using children's books, planning activities, coaching on the spot, giving effective praise, modeling appropriate behaviors, and providing cues.

Warmth and affection-even on bad days and when children are misbehaving-are critical to children's well-being in early education.

Using children's books

Reading and discussing children's books is an excellent way to invite children to identify the characters' emotions and relate the characters' experiences to their own (Roberts & Crawford 2008). To introduce a new social or emotional skill, Ms. Coz carefully chooses high-quality books to read aloud at circle time. Sometimes she chooses books related to children's recent social and emotional behaviors in the classroom. When she sees some of the children having trouble sharing toys, she reads aloud The Rainbow Fish, by Marcus Pfister. When she finds a child crying because her friend hit her, Ms. Coz reads aloud Hands Are Not for Hitting, by Elizabeth Verdick. (See " Children's Books for Teaching Social and Emotional Skills," for more titles to consider.)

To connect the characters and situations in the book with the children's experiences, Ms. Coz plans to read the book at least twice and also add it to the classroom library. During the second reading, she asks meaningful questions: "What do you think the characters are feeling?," "How would you solve the problem?," "Can you use words from the story to explain how you feel when you . . .?," "What could we do differently if this happens in our classroom?" These open-ended questions enable children to talk about their own experiences, learn new vocabulary words, and practice social and emotional skills.

Planning activities

To extend and apply what children learn from reading stories, Ms. Coz plans follow-up activities, such as hands-on crafts, games, and songs. She often uses Book Nook guides, created by the Center on the Social and Emotional Foundations for Early Learning ( http://csefel.vanderbilt.edu/resources/strategies.html#booknook). These guides help her embed social and emotional development activities into daily routines, including read-alouds. (See " Activities for Supporting Children's Social and Emotional Learning " for some ideas adapted from Book Nook guides.)

Coaching on the spot

When they coach children on the spot, teachers help children realize what they are doing, understand how their actions affect others, and choose positive alternatives (Riley et al. 2008). For example, when Ryan and Ethan build a firehouse in the block area, Ethan grabs the fire truck from Ryan, and Ryan cries. Ms. Coz crouches down at Ethan's level to look into his eyes; calmly and warmly, she says, "Ryan was still using the truck. When you took it away from him, he got upset. What could you do to make Ryan feel better?" After Ethan says he is sorry and gives back the fire truck, Ms. Coz says, "Next time if you want to play with the toy Ryan is using, could you ask if he will share?" Ms. Coz follows up by observing Ethan and providing immediate positive feedback on his desirable behavior.

Giving effective praise

Meaningful feedback pertinent to the task at hand in the form of effective praise is a powerful strategy for fostering children's social and emotional development (Kostelnik et al. 2015). To make praise effective, teachers describe specifically what they see-without generalizing, evaluating, or making comparisons. When Emily finishes her drawing, Ms. Coz notices her picture and her smile. Ms. Coz says, "I see a blue sky, a yellow sun, and green grass around the big brown tree. This picture makes you happy, doesn't it?" This praise is effective because Ms. Coz offers detailed, positive comments immediately after desirable behavior occurs. Noticing Ethan asking Ryan politely for a policewoman figure, Ms. Coz says, "Ethan, you used the magic words May I plea se? to ask for that policewoman while you and Ryan were building the firehouse together. Great job!" Smiling, Ethan responds, "We are friends and we can share things."

Modeling appropriate behavior

Children learn by observing other people, getting ideas about how new behaviors are formed, and using the ideas to guide their actions (Bandura 1977). Many studies have found that modeling-or demonstrating appropriate behaviors-teaches and enhances children's social and emotional skills (Katz & McClellan 1997; Hyson 2004). This research-based conclusion is evidenced in Ms. Coz's and Ms. Carnes's classes. Both teachers implement several noninvasive strategies-including modeling-that their center administrators created to support teachers in promoting socially and emotionally healthy behaviors. They display the strategies on the classroom wall and put them into action by

Moving closer to children, when needed, as a nonverbal cue to rethink behaviors

Modeling appropriate warm and respectful behavior throughout the day and at specific moments when a gentle reminder is needed

Using nonverbal gestures and contact (e.g., nodding the head, giving thumbs-up signs, and touching children gently on the shoulder) to send messages

Employing simple language (e.g., "Walking feet, please" and "Use gentle hands") to set expectations and give reminders

Acknowledging a kind act on the spot or praising a group effort for a job well done

Placing a hand-gently-on a child's hand to redirect attention and behavior

When children see teachers demonstrate these noninvasive strategies, they often smile, use their gentle hands, say please and thank you, give hugs and high fives, and use words to express their feelings.

In addition to being role models, the teachers use the children's appropriate behaviors to model social and emotional skills. They carefully observe and record details about how children apply the target skills, and they share their observations with the children through puppet shows during circle time. Using puppets to demonstrate children's appropriate behaviors helps children learn social and emotional skills meaningfully.

Providing cues

Providing cues to engage children in appropriate social behavior has been shown over time to improve their social behavior with their peers (Bovey & Strain 2005). Ms. Coz and Ms. Carnes often provide verbal cues to help some children participate in activities. Before playtime, for example, Ms. Carnes asks, "James, who are you going to ask to play with you at center time?" During playtime, she suggests, "Saanvi, can you ask Anna to build an airplane with you?" To teach sharing and turn taking, Ms. Coz asks Steven, who has been waiting to play with a toy dolphin for a while, "What magic words could you use to have a turn with the dolphin John is using?"

Both Ms. Coz and Ms. Carnes prominently display visual cues in their classrooms to assist children's social and emotional interactions. For example, they provide teacher-made hand puppets to guide children to use quiet voices, helping hands, and walking feet. To help children calm down, they also created a "push wall"-a designated spot on the wall to push anger out-and use puppets to demonstrate the strategy. These puppets, demonstrations, and explanations are essential for clarifying and modeling appropriate behavior-and the visual cues are essential for reminding the children to practice what they have learned. Long-term visual cues function like a third teacher in the sense that children use the cues to remind one another of solutions and appropriate actions.

Teachers and caregivers promote children's social and emotional health by establishing trusting relationships, created when teachers express warmth, affection, and respect. Teachers can intentionally teach and enhance these skills using evidence-based strategies to teach, model, and reinforce positive behaviors. As evidenced in the preschool classrooms we observed, teachers who prioritize developing children's social and emotional health are richly rewarded with happy, engaged children who learn to avoid and resolve conflicts, share and take turns, and express their emotions in productive ways.

Children's Books for Teaching Social and Emotional Skills

Can You Be a Friend?, by Nita Everly

Care Bears Caring Contest, by Nancy Parent, illus. by David Stein

Fox Makes Friends, by Adam Relf

How Do Dinosaurs Play with Their Friends?, by Jane Yolen and Mark Teague

How I Feel Frustrated, by Marcia Leonard

I Can Do It Myself (a Sesame Street Series), by Emily Perl Kingsley, illus. by Richard Brown

I'm in Charge of Me!, by David Parker, illus. by Sylvia Walker

Mouse Was Mad, by Linda Urban, illus. by Henry Cole

My Many Colored Days, by Dr. Seuss, illus. by Steve Johnson and Lou Fancher

Sharing: How Kindness Grows, by Fran Shaw, illus. by Miki Sakamoto

When I'm Feeling Sad, by Trace Moroney

When Sophie Gets Angry-Really, Really Angry, by Molly Bang

Activities for Supporting Children's Social and Emotional Learning

Helping hands chain: Trace and cut out multiple hands for each child. Place them in a pocket or baggie that is easily accessible. As you recognize a child's helping hand behavior, have the child get a hand from their pocket and connect it to the class's helping hand chain. The hands can be placed on the wall to wrap around the room. On a regular basis, celebrate how long the helping hand chain is getting!

Hand puppets: Create character puppets by having children color or paint the pictures, cut them out, and glue them to craft sticks. Once dry, children can bring their puppets to circle time and act out the story while you read the story aloud. Later, they can take the puppets to the story area or puppet center.

Moving to music: Choose songs with lyrics that encourage movement. Before you start, remind the children that they need to listen closely to the words so they know what actions to take. Classic songs like "Head, Shoulders, Knees, and Toes" work well. Many children's CDs have great songs that involve following directions (try "My Ups and Downs," and "Hands Are for Clapping," by Jim Gill). Do the motions with the children as you listen to the songs. After listening to each song several times, children will build confidence and know which motions to do on their own. Point out to the children that they know what to do because they are being such good listeners.

Pass the feeling bag: Place an assortment of scenario picture cards in a bag. As music plays, the children pass the bag. When the music stops, one child picks out a card and identifies it. Have the child talk about how each scenario or item makes him feel and why. Allow children to take turns pulling out picture cards.

Feeling faces collage: Have children cut out different feeling faces from magazines. Mix nontoxic glue and water together in a small bowl. The children put the pictures on top of a piece of paper, take a paintbrush and dip it in glue solution, and paint over their pictures. They can hang their feeling faces collages on the wall.

Share box: Create a special share box that is only introduced during circle time. Children can decorate the box with primary colors or with a bold pattern. Inside the box, place items that can be shared, such as musical instruments, a box of chunky sidewalk chalk, playdough, or several sensory bottles.

Singing: After a story about sharing with friends, sing "Share, share, share your toys; share them with a friend. Share, share, share your toys, let's all play pretend," to the tune of "Row, Row, Row Your Boat." After a story about feelings, sing "If You're Happy and You Know It" with a variety of emotions and body gestures.

Note: Adapted with permission from Book Nook, created by the Center on the Social and Emotional Foundations for Early Learning. To use Book Nook guides at no cost, visit http://csefel.vanderbilt.edu/resources/strategies.html#booknook.

References

Bandura, A. 1977. Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.

Bilmes, J. 2012. Beyond Behavior Manage ment: The Six Life Skills Childre n Need, 2nd ed. St. Paul, MN: Redleaf.

Bovey, T., & P. Strain. 2005. "Strategies for Increasing Peer Social Interactions: Prompting and Acknowledgment." Center on the Social and Emotional Foundations for Early Learning. What Works Briefs. http://csefel.vanderbilt.edu/briefs/wwb17.pdf.

Dombro, A.L., J. Jablon, & C. Stetson. 2011. Powerful Interactions: How to Connect with Children to Extend Their Learning. Washington, DC: National Association for the Education of Young Children (NAEYC).

Duffy, R. 2008. "Are Feelings Fixable?" Exchange 30 (6): 87-90.

Gartrell, D. 2007. A Guidance Approach for the Encouraging Classroom, 4th ed. Florence, KY: Thomson Delmar Learning.

Gordon, A.M., & K.W. Browne. 2014. Beginnings and Beyond: Foundati ons in Early Childhood Education, 9th ed. Belmont, CA: Cengage.

Hyson, M. 2004. The Emotional Development of Young Chil dren: Building an Emotion-Centered Curric ulum, 2nd ed. New York: Teachers College Press.

Katz, L.G., & D.E. McClellan. 1997. Fostering Children's Social Competence: The Teacher's Role. Washington, DC: NAEYC.

Kostelnik, M.J., A.K. Soderman, A.P. Whiren, M.L. Rupiper, & K.M. Gregory. 2015. Guiding Children's Social Development and L earning: Theory and Skills, 8th ed. Stamford, CT: Cengage.

McClellan, D., & L.G. Katz. 2001. "Assessing Young Children's Social Competence." Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. http://files.eric.ed.gov/fulltext/ED450953.pdf.

O'Connor, E., & K. McCartney. 2007. "Examining Teacher-Child Relationships and Achievement as Part of an Ecological Model of Development." American Educational R esearch Journal 44 (2): 340-69.

Ostrosky, M.M., & E.Y. Jung. 2005. "Building Positive Teacher-Child Relationships." Center on the Social and Emotional Foundations for Early Learning. What Works Briefs. http://csefel.vanderbilt.edu/briefs/wwb12.pdf.

Palermo, F., L.D. Hanish, C.L. Martin, R.A. Fabes, & M. Reiser. 2007. "Preschoolers' Academic Readiness: What Role Does the Teacher-Child Relationship Play?" Early Childhood Research Quarterly 22 (4): 407-22. www.ncbi.nlm.nih.gov/pmc/articles/PMC3856866.

Raikes, H.H., & C.P. Edwards. 2009. Exte nding the Dance in Infant and Toddler Caregiving: Enhancing Attachment and Relationships. Baltimore, MD: Brookes.

Riley, D., R.R. San Juan, J. Klinkner, & A. Ramminger. 2008. Social and Emotional Developm ent: Connecting Science and Practice in Early Childhood Settings. St. Paul, MN: Redleaf; Washington, DC: NAEYC.

Roberts, S.K., & P.A. Crawford. 2008. "Real Life Calls for Real Books: Literature to Help Children Cope with Family Stressors." Young Children 63 (5): 12-17.

Twardosz, S. 2005. "Expressing Warmth and Affection to Children." Center on the Social and Emotional Foundations for Early Learning. What Works Briefs. http://csefel.vanderbilt.edu/briefs/wwb20.pdf.

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