Baking Time! Yummy Chocolate Cake! By Mindy Cheung

Date: 6/4/11                                                                   Teacher: Mindy
                  
When people think of technology, most of the time they would be referring to electronic things like computers, television, cameras, telephones and so on. This is information and communication technology or ICT for short. But have people considered technology in a broader sense and other aspects of technology? I've come to realise that even simple objects like a pen can be a form of technology, when technology is considered in that way. This object can enhance children's learning when used for a scientific or technological purpose (Hubbell, 2007). 


So, today when I was baking with the children, I also realised that they are using a form of technology - food technology. It involves the processes and steps in the preparation and manufacture of food. We will also need to consider the ingredients, materials, the processing of the ingredients and cooking 
equipments, how we get to the final cooking step in the process (the oven, stove?) to the final end product - the meal!  Yum! 

I wanted to bake a gluten free chocolate cake because J is on a gluten free diet and I felt it was important to include him in this activity as he likes to participate whenever the teachers do a cooking activity. So, I gathered all the children around a table, with all the ingredients and materials ready. They all waited patiently. 

Then, step by step I went through the method of the chocolate cake recipe, explaining what needs to be done and then they can each have a go at it. Like for example, the first step was to sift 1 and a half cups of flour and so the children, using a spoon, spooned 1 cup then half a cup into the sieve. J asked "Why do we need to sift the flour and baking powder?" Good question J! To explain, I answered "We need to sift the dry ingredients to break down the big parts and make them into smaller bits, then the cake will be nice and light." This baking activity allows children to think about the process and thus they will have questions (Ministry of Education, 1996). 

 I showed the children how butter was melted in the microwave, A put the plate of butter into the microwave and I showed him the buttons to press. Whir goes the microwave then they heard it beep when it was done. They were fascinated at how the microwave had melted the butter, exclaiming "Cool!" "Wow!" They got to take turns pouring the ingredients into the mixing bowl and then using a wooden spoon they took turns mixing the ingredients, passing the bowl around the table to each person. Here, they are learning about turn taking whilst observing what is involved in cooking such as knowing what ingredients are needed, the equipment, and so on.  These are the "responsive and reciprocal skills" that the children are developing which is essential (Ministry of Education, 1996, p.74). 

They had questions answered during the process which allows them to develop their language and verbal communication skills for complex purposes (Ministry of Education, 1996). 






 At last the cake mixture was poured into the cake tin and the children watched me put it into the oven. I allowed the children to taste a little bit of the cake batter left in the bowl, so that they can utilise their taste buds and thus "making sense of their world by using their bodies, including active exploration with all their senses" (Ministry of Education, 1996, p.86).  During this time I also had a talk with J about the fact that I too, like him, am also on a gluten free diet. "Are you gluten free?" He asked me, surprised. "Yep." I answered and showed him my lunchbox. 


What else did the children learn? 
From the experiences, observations and conversations the children also learned that the microwave can melt the butter and turn it into liquid. When mixed the ingredients turn into an uncooked batter, then it is edible once the cake is baked and out of the oven. They had the opportunity to explore and talked about the certain processes involved in cooking and what happens (Ministry of Education, 1996). 

They need to learn to be safe when handling food such as the plate of melted butter which was why I discussed with them about handling hot food. Thus they will know how to keep themselves safe from harm (Ministry of Education, 1996). 

They were told to wash their hands before going to the table  and I explained why they should not put their fingers in their mouths while mixing the ingredients in a way they would understand - to avoid the spread of germs and sickness. Food hygiene is very important, and what they learn will emphasize what they are being taught previously about safety and hygiene when cooking (Gonzalez-Mena, 2008). 
Through our conversation, J was able to relate to me through the fact that he and I are both on a gluten free diet. This is something that we have in common. Thus he is not the only one! He is developing an understanding of his body and his nutritional needs as well as a sense of himself as a person (Ministry of Education, 1996). 


I felt that cooking with the children was a meaningful, educational and purposeful activity which enabled to meet their learning needs (Smorti 1999). The skills and learning are certainly useful. 


I would like to extend the children's learning with further cooking activities that involves food processing such as an electric beater, the blender and so on. They would be able to see how a smoothie, for example can be made with the blender. If possible, a trip to a bakery, I feel would certainly extend the children's learning and interest in food processing and baking.  

J is mixing up the ingredients with the electric beater :) 

Our cake cooking in the oven, mmm! 

Mixing the batter!

Reference List

Gonzalez-Mena, J. (2008). Foundations of early childhood education: Teaching children in a diverse society. (4^th ed.). Boston, United States of America: McGraw-Hill. 

Hubbell, E. (2007). Technology in the early childhood classroom. Learning 
           Connections. 3, 32-   35. 

Ministry of Education. (1996). Te Whãriki: He whãriki mãtauranga mõ 

           ngã mokopuna o Aotearoa:  Early childhood curriculum. Wellington:      

           Learning Media.

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