This page contains a Flash digital edition of a book.
Science


It is surprising just how big a part science plays in cooking. It involves the concept of changing materials: liquid cake mix becomes a solid through baking, juice can become ice lollies when frozen and chocolate melts when heated.


Cooking provides an excellent opportunity to discuss where foods come from such as eggs or milk and how and where various foods grow. Children can learn many things through questions raised in the kitchen including what they need to eat to keep healthy. Talk to them about which foods give them the energy to run and jump and which ones help them to grow strong.


Physical Skills


It is important to let your child to carry out as many of the cooking tasks as possible (excluding dangerous ones where sharp knives are involved). Obviously if there is a lot of mixing they could begin and you could finish it off as they may lack the physical ability. Tasks such as holding a spoon, mixing, beating, shaking, pouring, rolling or cutting will help to develop your child’s fine motor skills whilst encouraging your child to smell and feel the ingredients will help to improve his or her use of senses.


Emotional and Social Development Food is a really good vehicle for communication. Children can learn to


Small Steps 15


To sum up, cooking can be great fun for all children. It can be a great bonding experience between child and parent and a great tool for learning. There is the additional benefit that a child is more likely to try new foods, for example vegetables, having been involved in the preparation. Set the ground rules first, supervise throughout and you should both thoroughly enjoy the experience.


share and how to take turns, particularly if they make something with a friend or sibling. Then when the cooking is over, you can sit down and enjoy eating together.


Points to Remember


• Children have short attention spans so give them quick, simple jobs.


• Give instructions one at a time


• Expect children to spill things and make a mess


• Include cleaning-up as part of the activity


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32