BAKING

Cooking can be a joyful creative expression of our caring for other people (Hancock, 2006). Baking and cooking activities are really famous at my centre. On Wednesday 10^th August, I decided to do some baking with the children. First I gathered all the ingredients and the materials that we were going to use. I pre heated the oven and brought all the resources to a table. As this was a cooking activity, my plan was to do it in small groups so that it was manageable and everyone got a turn. Those who were interested joined in. I kindly asked them to them to wash their hands. I showed them that we were going to follow the recipe book and measure all the ingredients.  The children started off by having a turn mixing the sugar and butter followed by flour and eggs and baking powder. As we went along we talked about the different ingredients and where they came from. When ready the children picked the colour cases they liked and filled them up with the mix. We made two batches so we all could share. We then took them over to the oven and for safety reasons I asked them to watch as I put the trays in. The children were all excited to see the outcome of their baking and some kept watching it cook through the glass door. 

 Cooling combines science with maths and logic. “The more actively involved children are in the cooking process, the more they learn from. The independence of process cooking maximises the learning opportunities for each child” (Hancocok2006).I recognised the many learning that was taking place during this activity. Children were able to follow a recipe and know about the ingredients. I supported this by asking open-ended question how where that particular product came from, for example, “where do you think the butter comes from” I asked. This also boosted their self esteem as they were able to problem solve. By mixing and filling the shells enhanced children’s fine and gross motor skills and also their hand and eye coordination. Cooking involves all sorts of new types of movements that allow children to experiment with manipulating their muscles and practising their fine and gross motor skills (Penrose, 1998,).

 As a result of working with others children were able to build the social skills (Doyle& Connolly, 1980). . Through interactions children get into conversations which boosted their vocabulary skills. The developing stages relate directly to language development, encouragement and support received from adults and other children (Somerset, 2000). Through cooking children also come to know about other cultures and origins of food. All the children who participated in the activity were very calm and followed the instructions well. This showed that they felt safe and secure within the environment that they were in (Ministry of Education, 1996). By involved in cooking activity the children learnt the concept of measuring, for example, 1 cup flour, two teaspoon baking powder and 500 ml milk and got to know what equipment being used such as the whisk, baking tray, shells and measuring jug.. 

Children at this age explore their interdependence and by baking they were able to gain confidence.  They had a chance to accomplish something on their own and a process of baking. They discovered how cup cakes were made the process involved. Cooking encourages the development of the senses- and taste like sweet, sour, bitter, salt and sense of smell (Hancock, 2006). Cooking experiences are very beneficial as it teaches children teaching children basic skills such as cutting or measuring. By seeing their creation the children are able to have ownership and feel proud of what they made. By tidying up after the activity teaches them how to care of the environment. Children are able to identifying the different food items. This leads to awareness to of healthy eating especially of fruits and vegetables.

Reference List

Doyle, A., & Connolly, J. (1980). The effect of playmate familiarity on the social interactions of young children. Child Development, 51, 217-223.

Hancock, S. (2006) Looking who’s cooking. New Lynn: New     Zealand  Playcentre Federation.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa : Early childhood curriculum. Wellington, New Zealand: Learning Media. 

Penrose, P. (1998). Take another look. Waitakere, New Zealand: New Zealand Playcentre Federation.

                Somerset, G. (2007). Work and Play: In the early years. New Zeeland: New Zealand Playcentre Federation.