Reflection Two: Cooking

Date : 20th August, 2012

Our centre approaches children on cooking and baking once a week in their curriculum. This week I chose my activity with children as making roti/chapatti (Indian bread) .I showed the children an illustrated recipe for roti making with which we discussed and checked the ingredients before we started to make the dough. Children were given chances to measure flour, salt and oil. We measured the flour and counted how many cups we added to our big bowl. There were all mixed age children gathered on the table to take their turns while they were watching others. Everyone had a chance to added ingredients and also mix the ingredients. Then we poured water into it to make the dough. Later, children pounded on the dough to make it smooth I told them when the dough is ready we are going to roll it, cook it and eat it for morning tea.  Children picked small portions from the dough to make smooth balls from it. Then they used a rolling pin to roll it flat into a shape. After that teacher brought a non stick electric pan to the table and I cooked roti along with the children. Te Whaariki states that, “Children develop confidence that they can participate and take risks without fear of harm” (Ministry of Education, 1996, p.52).

During the process children explore using non stick spoons, mixing flour, measuring, counting and pouring the ingredients. Everyone had a turn to flip the rotis and they were very careful flipping it over with a non stick spoon. I guide and helped them to hold the non stick electric pan. While children were taking their turns to mix the ingredients I noticed that they are exploring the equipment and enjoying with their peers. Children followed the recipe for developing and understanding the process of cooking. Smorti (1999, p. 5) states that “educators in early childhood are to scaffold children’s learning in this area we need to broaden our understanding of technology and continue to extend or knowledge and skills”

According to Vygotsky's socio cultural theory emphasises the role of culture and people surrounding the child. He believed that working together gives opportunities for the child to explore on experience better and that learning takes place when the child interacts with his social environment (Santrock, 2008).

I encouraged them by asking open ended questions as “What should we do now?” “Why do you think its cooked?” Finally children enjoyed eating their rotis with butter and tomato chutney on them. Children seemed to enjoy the whole procedure of roti making and seemed very excited. They were constantly interacting with each other while preparing their rotis. Children were so excited to see what they have done and tasted it. Child J said, “Teacher very yummy” and kept on eating until teacher A stopped him from eating. Te Whaariki sates that, “Children develop self-help and self-care skills for eating, drinking, food preparation” (Ministry of Education 1996, p.48). Cooking also involves children using their senses for example touch, scent, and taste. Te Whariki also talks about how children must develop an awareness of and delight in discovering smells and tastes which are different

In this activity I have seen children know the rules of preparing food like, no licking and no touching the mixed ingredients while pouring. This has shown that our children inherit their parents from home which is very good on showing respect towards preparing any food. Smorti, affirms that using a process approach to technology supports the doing as more important rather than the product (1999).Through this process of cooking, I believe that children learn the concept of mathematics and experienced using the technology.  

Reference list

Ministry of Education. (1996). Te Whāriki: He whāriki maatauranga moo ngaa

          mokopuna o Aotearoa: Early childhood curriculum. Wellington: Learning

            Media.

 Santrock, J.W. (2010). Lifespan development: International student edition (12th ed.).Boston, Ma., United States of America: McGraw Hill.

Smorti , S. (1999). Technology in Early Childhood. Early Education, No. 19 Autumn 1999, 5-10.