People, Places, Things and Events:
Cooking up Shapes
6/4/11
Imitation play is considered a driving force in a child’s development, with symbolic behaviour and role play being an essential process of learning (Siraj- Blatchford & Whitehead, 2003, p10). During play children use many forms of technology as part of representational behaviour such as in cooking.
An extension of family play saw a group of girls wanting to bake. They wanted to make biscuits, after a little discussion we decided that we would make shortbread. The girls asked if they could use shape cutters and chose four shapes that they wanted to use. After washing our hands we got our ingredients’ together and soon we were measuring quantities, weighing and mixing the ingredients’ together. As we worked together we discussed what we were doing and why. For example why we turn the oven on to heat up before we put our baking in and why we need to measure out the right quantities when we cook? As we mixed our ingredients’ together we watched the mixture change and turn into a nice dough. It is important that we teach children how to develop strategies that give them the confidence to think logically and to make sense of why things are (Ministry of Education, 1996). 
Smorti (1999) suggests that technology is a creative and purposeful activity. Children are able to build on their learning experiences and use this knowledge to extend on and learn the skills needed to problem solve. An example of this was that there was a big ball of mixture in the bowl but the girls wanted to roll and cut out their own shortbread. I encouraged the girls to think about how they could solve the problem. Our solution was that if I divided the mixture up into equal amounts they could all have their very own ball of dough. It is important that children develop strategies in being able to think and evaluate their ideas and outcomes (Ministry of Education, 1995).
The mixture was divided up and the girls each had their own rolling pin and ball of shortbread. I gave them a little demonstration of rolling out the mixture using a little flour to stop the mixture from sticking and have to say, I was very impressed with how they all rolled their mixture and then cut out shapes with very little guidance. This is an example of children actively learning while at the same time developing an understanding of the uses of technology equipment (Ministry of Education, 1996).
Soon it was time to place our biscuits on the tray and put them into the oven. Taking turns they had to carefully put their biscuits onto the biscuit slice and onto the tray. While doing so we talked about safety precautions when we are near the oven and how we had to be very careful around heat and electricity. I believe that it is important that we teach our children to respect technology such as our ovens so that they grow up with the knowledge that they always have to be careful. Children need to know that ovens can be very hot and dangerous. If we shelter our children from such realities we are not teaching them the safety skills required to keep them out of harm’s way.
Food technology is interwoven with science, mathematics and culture, it is very much about people and a process followed by a method that results in a product. It is an activity that involves children learning language skills, they develop questioning and describing skills, they learn to use fine motor skills and physical skills such as how to hold a wooden spoon, to stir and mix, they learn to use different appliances. Food technology teaches children to develop an understanding of how a process such as the preparation of a recipe c
an produce an end product that can be eaten and enjoyed (Ministry of Education, 1995).
an produce an end product that can be eaten and enjoyed (Ministry of Education, 1995).Introducing food technology to the children is always a pleasure; it is a creative and fun way to teach children many lifelong skills that can only enhance their growth and development (Smorti, 1999).
Ministry of Education. (1996) Te Whāriki: He Whāriki mātauranga mo nga mokopuna o Aotearoa. Wellington: Learning Media.
Ministry of Education. (1995). Technology in the New Zealand curriculum. Wellington, New Zealand: Learning Media.
Siraj-Blatchford, J. & Whitehead, D. (2003). Supporting Information and Communications . Technology in the Early Years. Maidenhead: England. Open University Press.
Smorti, S. (1999) Technology in Early Childhood. Early Education, No. 19
Autumn 1999.
Julie!! what an amazing experience for you and your children, isn’t it amazing how one hobby can be shared universally, with so much learning that entails it.
ReplyDeleteI really enjoyed reading your blog as I too have a passion for experiencing food technology with children. I can see throughout the experience children were actively engaged and involved within the entire process, providing them with rich learning opportunities which are truly meaningful to them.
Food technology is an amazing way to engage children in learning, Julie as your children explored the processes of cooking I loved the way you really made the most of each teachable moment, empowering the children to problem solve independently, building their confidence at every level of the experience.
I feel quite passionately about children learning such skills and understanding which you have embedded within his experience after all the use of food technology is a lifelong skill which is such an attractive learning activity for children.
Food technology has so much learning interwoven within it, as you discussed not only does it encompass language skills but also can promote literacy learning through things such as recipe following.
I have gained some valuable strategies to incorporate into my own practice when cooking with children, I was inspired as I followed your narrative story as you deconstructed each step of the process by questioning meanings of the concepts you explored, enhancing and challenging children’s critical thinking skills, what a great way to scaffold learning within an activity filled with rich opportunities.