WE CAN LEARN LOTS FROM COOKING!!



Technology is all around us and is used in everyday life, sometimes without us even realising it. Before starting this course I was ignorant to what technology really meant. My definition of technology was anything electrical. However I have come to learn that technology is so much more than electronics. Smorti (1999) states “technology is about helping people and solving problems” (p.6). I feel this statement suggests that technology can no longer be defined as just electric based products. Fleer & Jane (2011) then go on to suggest that “technology is not just artefacts of children’s environments (such as Nintendo, robotic toys and DVDs); it is also the processes of how these and other technologies are researched, designed, made and used” (p.39)”. My realisation of this has made me wonder how we as people came to form the opinion that technology is just digital. Is this belief being passed onto the children we teach and interact with on a daily basis?  I strongly believe that as teachers we need to define technology to children so that they understand the true value of technology and how it is an integral part of our everyday lives.

At my centre I am constantly observing children engaging in the processes of cooking; whether it is real cooking or pretend cooking. It is apparent that cooking is a great joy for many children; cooking also brings strong links from home into the centre. In evaluating the significance of technology in children’s lives, I feel the experience of cooking holds many opportunities in which children can develop concepts of technology. While engaging in making muffins with the children I came to realise the many forms of technology that are present in a cooking experience. When we look at technology being “about helping people and solving problems” (Smorti, 1999, p.6) we can see the technology involved in cooking. Through this experience I believe children are developing new skills in measuring, mixing, pouring and stirring.

Through this children are developing the notion that everyday tools (technologies) are designed to help us and we can use these tools in many different ways. For example I have observed children using spoons, for cooking, mixing, feeding themselves and others, transferring objects and to scoop in order to make holes. Through this I have come to understand that a piece of technology as simple as a spoon, is increasing children’s knowledge around the many ways that spoons can be used. This was a great observation for me to see. Previously I would have through that children just saw spoons and other cooking utensils as what they were. However I now realise that children have a deeper understanding of the uses of technology. I wonder how children have developed this notion of the many uses of simple items in our world. 

I observed a group of children ‘cooking’ in the sand pit. One child (‘C’) decided that he would use the measuring cup to transfer water (which he called oil) from the puddle, to his ‘cake’ that he was making in the sandpit. I my mind I thought that this was such a fantastic action by this child. ‘C’ was developing his own understanding of technology and was becoming aware of the use of measuring cups and his learning around the use of tools was being enhanced. Another child (‘I’) was using spoons to stir her mixture as well as feed others her ‘cake’. Again, I feel this action was developing this child’s learning around common cooking tools and she was learning that spoons can be used for both mixing as well as eating the food that she created. I strongly believe that when children engage in cooking activities they develop learning around how to manipulate these tools to meet their intended goal. This was shown through children’s developing understanding of the uses for spoons, measuring cups and bowls. Children gained the knowledge that the design of this technology is created to aid us in many tasks associated with our life. Through this children were developing learning about the design of technology. For me this was great to see as I came to realise that children have a broad mind in which they see that simple tools can be used for so many different aspects.

Children were gaining knowledge that cups are deep to help transport ingredients and spoon are rounded to help scoop and mix, along will bowls being large with high sides to hold many ingredients. I would never have thought that children would see the cups as a transferring object, however they indeed prove me wrong and I now see how important fostering this learning is. Jones (2009) as cited in Fleer and Jane (2011) mention that one aspect of technological learning is technical aspects; this involves developing knowledge about the uses of tools and developing the ability of increasing precision and accuracy (p.73). Through children engaging with technology (such as spoons, bowls, cups) they are increasing their knowledge around technical aspects and developing an understanding of the uses we have for technology today. I also observed children reviewing the tools available to them and determining the tool that would best suit their intended goal. For example one boy (‘J’) wanted to mix his cake. He started off by using a large spade, however he soon came to realise that this was not really what he wanted. Upon scanning the sandpit ‘J’ found a silver dessert spoon; from this he started to mix his cake as he had found the tool that best suited what he wanted to do.  Through this ‘J’ was able to “make his own decisions, choose his own materials and set his own problems"(Te Whāriki He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa, 1996, p.84).  ‘J’ was also developing the ability to “solve his own problems through trial and error” (Clark, 2004, p.1). This shows the learning that can emerge through the use of simple technological tools.

It has amazed me how much children have knowledge about the many uses simple tools can have. I now feel that it is important to bring in new technology that children may not have experienced before, such as egg beaters, and electric mixers, would provide for a new technological experience for children. This will enable for children’s learning to be enhanced around new technology. I feel children need to be fostered in designing their own ways of cooking and come up with plans of what materials we need to cook, and what other objects could be brought in to help us.

As a teacher I feel I need to provide opportunities for children to develop their confidence in technology. However I feel I do not fully understand the value of technology myself. Therefore I personally am going to further my own understanding of technology so that I can help children come to understand the technology that surrounds them. Technology is very significant in our children’s lives; children are constantly further developing their learning around uses of tools and how they are used to help us. I will make it my goal to support children in developing their understanding of technology as I have had some amazing experiences where children have surprised me with their knowledge of technology.

References:

Clark, A. (2004) Changing classroom practice to include the Project Approach. Early Childhood Research and Practice. 8.2 Fall 2004. Retrieved from http://ecrp.uiuc.edu/v8n2/clark.html

Fleer, M., & Jane, B. (2011). Design and technolgy for children. Frenchs Forest, New South Wales, Australia: Pearson Australia.

Ministry of Education. (1996). Te Whāriki: He whāriki mātauranga mo nga mokopuna o Aotearoa .Wellington, New Zealand: Learning Media.

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

Pictures sourced from www.google.com, along with photos taken in my centre.