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Copyright Goodheart-Willcox Co., Inc.
Chapter 21 Guiding Play and Puppetry Experiences . . . . . . . . . . 422
Stages of Play. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424
Stages of Material Use in Play . . . . . . . . . . . . . . . . . . . . . . . 425
Socio-Dramatic Play . . . . . . . . . . . . . . . . . . . . . . . . . . . 426
Puppetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
Chapter 22 Guiding Manuscript Writing Experiences . . . . . . . . . . 438
Objectives for Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . 440
Prewriting Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441
Manuscript Writing Systems . . . . . . . . . . . . . . . . . . . . . . . . 441
Building Writing Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . 444
Environmental Print Show-and-Tell . . . . . . . . . . . . . . . . . . . . . 445
Early Experiences in Writing . . . . . . . . . . . . . . . . . . . . . . . . 446
Chapter 23 Guiding Math Experiences . . . . . . . . . . . . . . . . . 452
Goals of Early Math Experiences. . . . . . . . . . . . . . . . . . . . . . 455
Assessing Math Ability. . . . . . . . . . . . . . . . . . . . . . . . . . . 456
Math Equipment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 457
Mathematical Activities . . . . . . . . . . . . . . . . . . . . . . . . . . 457
Chapter 24 Guiding Science and Technology Experiences . . . . . . . 470
What Are Science and Technology? . . . . . . . . . . . . . . . . . . . . 472
Planning Science Activities. . . . . . . . . . . . . . . . . . . . . . . . . 473
Role of the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474
Using the Senses to Teach Science Concepts . . . . . . . . . . . . . . . . 476
Using Color to Teach Science Concepts . . . . . . . . . . . . . . . . . . 478
Using Water to Teach Science Concepts . . . . . . . . . . . . . . . . . . 479
Using Foods to Teach Science Concepts . . . . . . . . . . . . . . . . . . 480
Using the Child’s Own Body to Teach Science Concepts . . . . . . . . . . 481
Using Gardening to Teach Science Concepts . . . . . . . . . . . . . . . . 482
Using Air to Teach Science Concepts. . . . . . . . . . . . . . . . . . . . 485
Using Magnets to Teach Science Concepts . . . . . . . . . . . . . . . . . 485
Using Wheels to Teach Science Concepts . . . . . . . . . . . . . . . . . 486
Using Field Trips and Walks to Teach Science Concepts . . . . . . . . . . . 487
Using Animals to Teach Science Concepts . . . . . . . . . . . . . . . . . 487
Using the Environment to Teach Science Concepts . . . . . . . . . . . . . 491
Planning Technology Activities . . . . . . . . . . . . . . . . . . . . . . . 491
Role of the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . 493
Integrating Technology into the Classroom . . . . . . . . . . . . . . . . . 494
Chapter 25 Guiding Social Studies Experiences . . . . . . . . . . . . 498
The Importance of Social Studies . . . . . . . . . . . . . . . . . . . . . 500
The Teacher’s Role in Social Studies . . . . . . . . . . . . . . . . . . . . 501
Building Social Studies Concepts. . . . . . . . . . . . . . . . . . . . . . 503
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