PLAY TIME PROCESS COOKING No:9

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1 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 ed 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]

2 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]

3 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 340 Queen St, Masterton Pahiatua Base Heartlands Services 11 Mangahao Rd, Pahiatua Contact Details PO Box 442 Masterton 5840 ece@waireap.org.nz 0800 WAIREAP Early Childhood Staff Jude Mitchell EC Team Leader Shirley Jones Lifelong Learning Officer Tracy Graham Professional Support Officer [3]

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