Children's Learning in Food Preparation Technology

Food processing is another aspect of technology.  It focuses on using equipment and materials in appropriate ways (Fleer & Jane, 2011).  Every day we use food products that have been prepared and processed using a range of tools and techniques.  Food technologies are immediately significant to a very young child: they eat processed food products and food that is cooked at home.  It may even be prepared in a food processor or microwave oven.  “Process cooking is technological activity or system, developed, used and adapted by early childhood services to meet children’s learning needs” (Smorti, 1999, p.6).  Food technology involves problem solving, literacy, maths concepts, reading, science, language, etc (Smorti, 1999).  Through processing food, they are able to develop their creativity and imagination skills.  It is meaningful and purposeful.

Children love hands-on experiences, especially process cooking, which allow them to taste and enjoy their own products.  But the most important part of food technology is not the product but the process (Smorti, 1999).  The product is only the extra bonus we get out of the process.  Hands-on food preparation experiences, together with literary knowledge and conversations about what is occurring, are the best methods for developing children’s food technology process skills.  These experiences go beyond improving food technology skills to improving reading skills, language skills, creativity, and attitudes toward food technology.  "The attitudes and expectations that are formed at an early age will continue to influence a child's learning throughout life." (Ministry of Education, 1996, p.82).



In my centre, we have a very small kitchen.  I mean really very small.  We don’t have any extra room for any big electrical appliances (We only have a microwave and a fridge).  Hence, our food technology experiences and activities for the children are limited.  We do have some small electrical appliances which we can use for the children, like the popcorn machine, the pancake maker, and the cupcake maker.  The children love to be involved, taking turns in making popcorns, pancakes, and cupcake.  Sometime we do try to find recipes which do not need any electrical appliances to make, like making jelly, fruit salad, and sandwich, etc.  Children enjoyed the experiences and learning every time.  

Having Fun Making Cupcakes

Food technology provides children the learning of sensory experiences.  Children use all senses in gaining information to understand the materials and their surroundings.  From there the children take in sensory input as a springboard for further exploration and making sense of their world.  Rich sensory experiences (seeing, hearing, tasting, touching, and smelling) can help children become more observant and curious. 


Food technology is cultural and is embedded in its social context (Fleer & Jane, 2011).  Different culture enjoys different food in different ways, like most of the Asian people have rice with their chopsticks every meal.  As for the European people, they prefer bread, and fish and chips for their meals.  Different food needs different cooking techniques and cooking tools.  Children are very good imitators, they love to watch how their parents and families cook and prepare food.  Then, they adapt that knowledge and experiences and apply them in their everyday play either at home or kindy with or without their friends.   In the sociocultural theory, Lev Vygotsky proposes that children’s learning and development are influenced by their culture and the social context they live in. 

It is a joy to watch the children making and preparing food in the kitchen corner, sandpit, and the play dough table.  They are so full of imagination and creativity.  Through these food preparation pretend play, children learn and develop their verbal and non-verbal communication, language, fine motor, coordination, cooperation, sharing, compromising, turn taking, social skills, and of course their imagination and creativity too.

In early childhood, food technology is learned through play.  Thus, doing food technology comes naturally for young children.  The emphasis in the early childhood learning environment should be on helping children expand their perceptions through observation and experience.  As Te Whaariki (1996) state, "Children learn through play - by doing, by asking questions, by interacting with others, by setting up thoeries or ideas about how things work and trying them out, and by the purpooseful use of resources" (p.82).

Tea Party In The Sandpit

Food Perparation At The Kitchen Corner

References

Fleer, M., & Jane, B. (2011). Design and technology for children. Frenchs Forest, NSW, Australia: Pearson Prentice Hall.

Minstry of Education. (1996). Te Whaariki, He whaariki matauranga mo
      nga mokopuna o Aotearoa: Early childhood curriculum. Wellington:
      Learning Media.

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