2014
No:9
PLAY TIME
a Wairarapa REAP eResource
Adults guide (describe, listen and help when needed) while the child develops skills ...
PROCESS COOKING
Process cooking is children’s individualised cooking (as one portion), using a recipe divided in
defined steps from start to finish (the process), to get an expected result.
To do this we do need to plan and prepare some resources.
One great resource book I use is ‘Kiwi Kids can Cook’ available from
Canterbury Playcentre Association.The book provides a guide for setting up
a process cooking and work space area. They provide recipes (which can be
copied and glued to card or laminated), recommended equipment list and
advice on the adults role.
... to gain independence
and self sufficiency,
as well becoming creative thinkers.
A Wairarapa REAP
Early Childhood eResource
Wairarapa REAP will bring you a
series of eResources that can be
emailed to you or downloaded
from the Wairarapa REAP website.
Our staff are endeavouring to
make these activities that you can
do in your own home with your
children.
eResource provided by Shirley Jones - Lifelong Learning Officer
[1]
Basic starter kit for Process Cooking Scones
Tools - for 4 children station.
4 x medium plastic bowls
4 x wooden spatula's (as they don’t scratch plastic bowls)
Measuring cup- 1/2 c,
Measuring spoons - 1tsp, 1/2 tsp,
Medium bowl- for flour
Dish for butter/margarine
1x small jug
2 x plastic mats
Flour sprinkler
Baking paper
Baking tray
Large bowl for washing up,
dish brush
Tea towel
paper bags
Vivid for names on baking paper and bags
Recipe cards numerically 1-8
Non readers match the pictures to ingredients, utensils and action.
Beginner readers can read matched words and numbers practicing reading skills.
Card 1 is always ‘Wash hands’
Card 8 is always ‘Wash and dry dishes’
Cards 2-7 are the recipe. (Scones - see attachment)
Card holders
I made card holders from a piece of 3x2 timber, cut to 12cm lengths (x 8) I carefully cut a slot length wise the width of the saw.
Varnishing makes cleaning them easier, or recycling 1 litre milk containers by cutting the bottom 2cm off and cutting a slit in 2
opposite sides, for sliding in the card.
Method
Work at a child’s height table, length about 1800 or large enough to set out cards and
work comfortably around. The children work standing up, allowing them easy transition
to the next step. Adults come down to work at children’s level.
Time Time to set up, time to do, time for cleaning up.
Set up cards, ingredients and tools needed and turn the oven on, then follow the recipe
cards.
The adults role is to guide by describing, coaching and helping in a way that doesn’t
take over the process from the child. When you identify a child who may need help, ask if
you can help, then tell the child how you can help E.g putting your hands over theirs to
measure the flour, then the BP, then let the child carry on with stirring.
Take time to look at the cards together, what to do next at each step. Use naming and
questions to prompt the observations of textures and comparisons of the differences E.g
grainy sugar to smooth textured flour and Baking Powder, tastes, smells, colour of
ingredients and how through blending and mixing the mix changes in texture - dry to wet,
colour and taste changes. Question if stirring gets more difficult after milk is added.
Enjoy the journey through the process of your childs cooking.
[2]
Values and Development through Process Cooking
Cooking is a life skill. It is an opportunity to connect with the culture of our own and
others families.
Cooking combines science, maths, literacy and logic in an emotionally safe
environment.
Cooking is also a creative way to be expressive.
*“The more actively involved children are in the cooking process, the more they
learn from it. The independence of process cooking maximizes the learning
opportunities for each child.”
Physically: Small motor skills are developed through greater dexterity or
strength when peeling, measuring, pouring, mixing, rolling, shaping and cutting.
Using senses to taste: sweet, sour, bitter, salt. Smell - changes as it cooks, and
visual discrimination - when it ‘looks cooked’
Emotional: Cooking is non threatening and familiar, linking home with the early
childhood setting. As children practice cooking they develop confidence in their own
achievements and as the process is repeated a growing independence personal worth
and competence.
Intellectual: Process cooking encourages children to:
• develop their ability to sequence steps- doing things in a order, and persistencethe ability to follow through a project to its conclusion.
• experience of maths and literacy skills such as measuring, counting and time,
fractions as parts of a whole, recognizing symbols, and ‘reading’ recipe cards.
• Science concepts through noticing how ingredients change when mixed and cooked.
Chemical reactions, hot and cold, rising etc
• Discussions about food, our need for it, eating healthy, personal hygiene.
Language: Cooking has its own special vocabulary -new groups of words - stirring,
mixing, beating etc and about equipment used - spatula, mixing bowls etc. The long
settled periods of involvement allow longer, more in-depth conversations between
adults and child, and between children.
Literacy skills are extended through reading the cards that are laid out
numerically, following the instructions and writing names beside their baking on
the baking paper and bags.
Social: Children move through all stages of social development - working by
themselves, working along side others and joining in co-operative activities sharing and learning patience by waiting in line and waiting for our cooking to
cook. Process cooking develops the ability to engage in a solitary task in a group
setting - remain focused on an individual activity, interacting with, but not being
distracted by their peers. This is important preparation for school, where a lot
of learning is done in a group setting, yet children are expected to maintain
focus on their individual work.
Offer repeat opportunities to develops skills. Offer both process cooking
and extend with group opportunities, so children gain learning through
both styles.
References taken from * ‘Look Who’s Cooking’ Shelly Hancock
WAIRARAPA REAP
Masterton Base
REAP House
Contact Details
PO Box 442
Masterton 5840
340 Queen St, Masterton
[email protected]
Pahiatua Base
Heartlands Services
11 Mangahao Rd, Pahiatua
0800 WAIREAP
[3]
Early Childhood Staff
Jude Mitchell
– EC Team Leader
Shirley Jones
– Lifelong Learning Officer
Tracy Graham
– Professional Support Officer
[4]
[5]