Blog Layout

Bringing Food Prep Into Your Kitchen

Orlando Montessori Bilingual Academy • Jun 29, 2020

One of the many joyful aspects of a Montessori environment is food preparation. Learning how to prepare one’s own food is a critical life skill, and it has always been a part of Montessori learning. While toddlers learn to sit together and gracefully serve and share food, at age three our primary students begin to prepare it for themselves. Even in classrooms for older students, guides find ways to work in this important practice for children. There are plenty of ways you can support your child’s developing skills at home.

Start Small: Give Mini-Lessons

We treat food prep the same as we would any other subject. We teach small skills in isolation and with intention. Parents can work the same approach into their kitchens at home. Simply demonstrate what to do, then give your child a chance to try it for themselves. The following are some ideas to get you started:

  1. Cutting and Slicing: We don’t recommend giving your four-year-old your sharpest knife, but there are lots of good options to teach this skill safely. Whether you choose to use a butter knife or try a kid-friendly wavy chopper, learning to cut and slice are good first skills to teach. Think cucumbers, celery, boiled eggs, bananas…whatever they like to eat is a great place to start!
  2. Spreading: This one is pretty self-explanatory. Utilize a variety of spreads and surfaces, like cream cheese on bagels, nut butter on celery, butter on toast, or hummus on a cracker.
  3. Mixing: Stirring and blending are natural next steps. Children can learn to whisk eggs, make instant pudding, or help combine ingredients for a meal you’re putting together.
  4. Using Various Tools: Once they’ve mastered the above mentioned skills, your child is ready to learn how to use other tools, including a melon baller, vegetable peeler, cheese grater, rubber spatula, potato masher, juicer, tongs, or an ice cream scoop. Introducing a wide variety of tools will keep them engaged and interested.
  5. Using Heat: Once you feel your child is ready you can begin to introduce recipes that require heat. Start simple: teach them how to make their own toast. You can then move on to whatever works for your family. They may enjoy making pancakes, rice, tea, or popcorn.
  6. Measuring: While measuring is critical to following recipes and learning to cook, it’s also an excellent way to bring math into the kitchen. They sky’s the limit on this one. You could teach your child to follow family recipes or discover new ones together!

Provide Opportunities For Practice

Food preparation shouldn’t be a one-time experience. The long term goal is to encourage children to gain skills independently while building up their interest and confidence. To do this, we must give kids ongoing opportunities to get into the kitchen and make food for themselves and for others.

Find ways to make this work for you. Once your child has a few skills mastered, perhaps they can be in charge of preparing their own daily snacks. As they get a bit older, they can take on the responsibility of making their own lunch, or even someday preparing dinner for their family!

 

Encourage Independence and Exploration

It can be tempting to come up with a plan and force our children to stick to it. It is helpful to remember, however, that “follow the child” is our motto, and for good reason. Perhaps you planned to have your child learn to chop carrots while helping you prepare dinner, but they are suddenly really into apples. Take cues from their interests and the experience will be far more rewarding for them (and for you, too!).

Whenever possible, step back and let them take over. The key is teaching them a skill so that they may master it themselves. As children get older, let them explore cookbooks and even begin to create recipes of their own.

Teach About Nutrition

While there’s certainly nothing wrong with teaching your child how to whip up a batch of cookies, food prep at home is a great way to teach your child about healthy eating. As you work with various ingredients it can be nice to talk While there’s certainly nothing wrong with teaching your child how to whip up a batch of cookies, food prep at home is a great way to teach your child about healthy eating. As you work with various ingredients it can be nice to talk about their benefits. We all enjoy the pleasure derived from eating delicious food, but knowing on a scientific level how different foods are beneficial to our bodies adds an extra layer of interest.

Give Trust…and Make Room For Errors

Within reasonable safety parameters, try to step back and let your child make mistakes. Mistakes are a critical part of learning, and we need to let them happen (even if that means a little more work). There will be spills. There will be smudgy faces. There will be burnt baked goods. There may even be a splatter or two on the wall. Let it happen.

This is a nice time for us to recognize that food prep is part of the Montessori practical life curriculum. Another important part of practical life is cleaning. They may need help at first, but you can teach them to wipe up those messes!

We hope this post will inspire you to get your child into the kitchen more, and we know they will love it! Enjoy the successes, embrace the messes, and have fun eating together.

You might also like

19 Sep, 2022
Adolescents exist between two worlds: they are no longer children but they aren’t yet adults. On this bridge to adulthood, adolescents need opportunities to develop real, meaningful, adult-level skills. They aspire to do what adults do. They are curious about how to make their own way in the adult world. As adults, we are part of an economic system. Even if we aren't using money to buy something, through our work or our hobbies we produce or consume aspects of culture. In this way, economics is about the web of interdependence we have with other people. We all depend upon the work and activity of others. Economics and Interactions If we look at economics as how people offer value in their interactions, as well as the production, distribution, and consumption of services and goods, we can really think about economics as how we organize ourselves in society. Because adolescents are building the skills for stepping into the adult world, it’s important to consider how they are developing their ability to navigate this economic aspect of adult life. How many of us had the opportunity, as adolescents, to develop the skills necessary for economic independence? How would our lives be different if, as adolescents, we had a support system so we could Oigure out a fair and reasonable cost for goods we produced, faced the reality of a proOit and loss statement, or found our way in navigating the paths of spending, saving, and sharing? Road to Achieving Economic Independence Dr. Maria Montessori realized the importance of adolescents developing these kinds of skills. In From Childhood to Adolescence, Dr. Montessori made a bold statement about our approach to education and its impact on the greater society. She stated it clearly: “The essential reform is this: to put the adolescent on the road to achieving economic independence.” So in Montessori adolescent programs, we offer our emerging young adults the opportunity to learn key skills of production and exchange. We sometimes call this “microeconomy.” The basic idea is that adolescents need opportunities to produce goods and services, and work with money and monetary systems, so they can develop an understanding and appreciation for how economies work and their own role in economic systems. Real, Meaningful, and Purposeful Work This experience can take many different forms depending upon the community. Whether running a farm stand or a holiday marketplace, adolescents get to learn key skills. They learn to balance proOit and loss. They discuss and determine how much money should be reinvested into the business to help it grow or how much money should be reinvested in the greater community. They respectfully listen to their customers’ needs and concerns and incorporate that feedback in useful ways. In order to have these learning experiences, adolescents need real, meaningful, and purposeful work. Just like young children need to actually prepare food rather than play with a pretend kitchen set, adolescents need actual experiences in creating a business plan, keeping track of income on a spreadsheet, and balancing a budget. They need to practice accounting work so they can build the skills for their own economic independence. They need to have the thrill of handfuls of cash and then face the responsibility of keeping track of those earnings. They need the experience of paying for replacement materials when they have overused key supplies. If they have developed some savings and want to invest the money, they need to Oind opportunities that align with their values. Preparing for Adult Life Too many of our young people enter the world of adult lives without having experienced their role in an economy (perhaps other than being consumers!). Economic independence is a key part of preparing for adult life. We want our adolescents to step into maturity with conOidence that they can independently navigate their new responsibilities and roles. If we give adolescents the opportunity to learn how to have a sound basis for their economic decisions, imagine where they will be when they are adults and making decisions that affect broader aspects of society!
12 Sep, 2022
In their first weeks of life, babies begin to focus their eyes and track objects. These small acts of visual control provide an important foundation for newborns who are building their neural networks. To set infants up for success, we offer a series of specially designed mobiles to aid this development. Each Montessori mobile is created with particular characteristics to help babies further develop their sense of sight, depth perception, concentration, hand-eye coordination, and more. Plus, newborns love them! Essential Characteristics of Montessori Mobiles Montessori mobiles follow a progression that parallels infant development. The first mobiles have a visual focus and begin with basic shapes. They progress to include more complicated objects and eventually become interactive and tactile. The first mobiles are simple and light enough to allow them to flow with gentle air currents. In order for infants to have the best visual experience, a mobile should be hung so that it is about 12 inches in front of them rather than directly above. When babies are lying on their back, there should be a visual line at about a 45-degree angle from their eyes to the mobile. This particular placement allows infants to see the whole mobile moving. Each mobile has visual components designed to help infants track the objects and sharpen their vision. Then after these opportunities to follow objects visually, infants begin to have more arm and hand control and might begin to reach and grasp objects nearby. To support this new ability to reach and grasp, the mobiles take a slightly different form and thus need to be easy to grasp, colorful, and safe for children to mouth. Progression of Mobiles: Visual The first four mobiles–the Munari, Octahedron, the Gobbi, and the Dancers–provide babies with meaningful visual experiences when they are just recognizing shapes and then later identifying colors.
05 Sep, 2022
In Montessori, we talk a lot about independence. However, one of the lesser known or understood aspects of Montessori is that independence isn’t the end goal. As humans, we are each wonderful, unique individuals. But we don’t exist in isolation. We live amongst other wonderful, unique individuals! In order to effectively live in community with other people, though, we need to be able to function independently. Said another way, before we can offer help to others or make ourselves useful, we need to be able to meet our own needs. How can we be independent and interdependent at the same time? We all want to make choices for ourselves, exercise our liberty, and be responsible for our own lives. At the same time, we also want to be part of something. We are designed to be both independent and be in community. These two needs are not mutually exclusive, but in fact, operate in relationship to each other. We have an innate desire to be autonomous and to belong. When we develop the ability to act for ourselves, make choices, control ourselves, and accept responsibility, we are able to be functioning, contributing members of society. We can see what needs doing and do it because we have the skills to do so. We can work with others to create solutions or produce goods and services. We can be part of a community by acting and taking responsibility for our actions, each able to contribute because we all have the skills to do so. What does this have to do with children and Montessori education? From a very young age, children are trying to exert control over their lives. Children are trying to gain functional independence from birth to about age three. In Montessori classrooms, we offer all sorts of opportunities for young children to develop skills that help them take care of their basic needs. But we don’t stop there! We also provide so many ways children can care for others and for their surroundings. Once children have mastered pouring from one pitcher to another, they are able to pour water into a vase and arrange flowers to beautify the classroom. After they learn how to sweep, they are quick to notice a spill and rush to get the dustpan and dust brush so they can help. When someone is struggling to zip their jacket, they take pride in sharing their newfound skill in service to someone else’s need. As children move into the elementary years, this service to others often takes on a slightly different form, in part because elementary-age children are developing their intellectual independence. Thus, their contribution often involves applying these newfound intellectual skills. They might notice a classmate struggling to figure out the steps in a math problem and offer support. Or when friends are in conflict, they might provide some mediation to help each party listen to the others’ perspective. In adolescence, young adults are ready to work toward being socially and economically independent. They want to figure out their place in society, grapple with real problems, and contribute in a useful way. Thus, Montessori adolescent programs offer teens the chance to develop and feel secure in their own abilities while also collaborating in real and meaningful social endeavors. In the process of running a small business, for example, adolescents are applying their intellectual skills from marketing to mathematics, while also navigating how to communicate with customers and collaborate with classmates. Why is this important? As humans, we want to achieve independence and belonging. Being independent is about learning the skills to be able to contribute in a meaningful way. All the little conquests of independence–throughout each age and stage of development–matter! When our infant reaches to grasp an object, our two-year-old demands to put their shirt on themselves, our eight-year-old argues about just and fair rules of a game, or our adolescent insists they can solve a problem with their peers, we can remember that these acts of independence are laying a foundation for our children to become part of an interdependent, harmonious society. Independence is just a step. Interdependence is the ultimate goal.
More Posts
Share by: