x 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 Mathematical 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 476 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 Chapter 26 Guiding Food and Nutrition Experiences . . . . . . . . . . 516 The Importance of Food and Nutrition Experiences . . . . . . . . . . . . . 518 Working with Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . 519