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McAfee, Oralie; And OthersCooking and Eating with Children: A Nay to Learn.Association for Childhood Education International,Washtngton, D.C.[74]53p.Association for Childhood Education International,36"- Wisconsin Ave., N.W., Washington, D.C. 20016(Papel..0 $2.50 plus $.25 for postage and handling)

MR-$0.75 HC Not Available from EDRS. PLUS POSTAGEAcademic Enrichment; Activity Learning; *CookingInstruction; *Early Childhood Education; EmotionalDevelopment; Family Environment; LanguageDevelopment; *Learning Activities; NutritionInstruction; *Parent Participation; Perceptual MotorCoordination; *Skill Development; Social Development

This pamphlet describes ways for children andCaregivers to plan, cook, and eat together, blending practical healthSuggeStions with sound educational philosophy. The ideas and conceptschildren can learn from cooking are outlined (e.g. motor skills,language, mathematics, executive abilities, etc.), and the importanceof eating with children, from snacktime to a family-style schoollunch, is discussed. Child-tested recipes in a 16-page section rangefront Making simple non-cook applesauces with 3-year-olds, to ethnicrecipes such as Indian fry bread and Hawaiian pudding for olderchildren to try. (CS)

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A WAY TO LEARN

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EDUCATIONINTERNATIONAt_3111316 WIRCONSiN N.W.Vei ASMN1,11 ON O.C. 2t1t:?!

Design by Tim Evans

Particular appreciation to Dorothy E. Siemers, B.S., R.D., registereddietitian of the American Dietetic Association, clinical dietitian at the St.L6Ms .Park Medical Center, Minneapolis., Minnesota, for nutritionalguidance:

Special -9611\ks to all our colleagues, especially Gloria Arnold, MiriamCohen,..ilorerice Foster, EloiSe Ilayes,- Norma Livo, Mary McAfee, NancyNiles, Orietta Patterson, Ruth Spar-, Ruth Steinsiek.

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Contents

1 Why Cook and Eat Together?3 When To Cook With Children5 How to Organize and Proceed

At School: Do Ahead of TimeCooking Experiences in the Home

10 Preparation and Cooking13 What To Cook?

FruitsVegetablesMeat and Egg DishesMilk ProductsBreads and CerealsJellies, Relishes, and Peanut Butter.DessertsSnacksJuice Creations

31 Serving Snacks33 School Lunc,ies and Breakfasts35 Learnings from Cooking and Eating

NutritionMotor and Perceptual SkillsDeveloping LanguageReading and WritingMathematicsScienceSocial StudiesExecutive AbilitiesSocial and Emotional Development

46 Bibliography

Copyright 1974 by Association for Childhood Education International

1974-1976 Biennial Bulletin Order

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WhyCook and EatTogether?

What a wealth of experience children can get from cooking and eating together!Planning, talking, sharing. acting, doing, and evaluating mix and blend into re-warding learning. Cooking and eating are learning by doing in an exciting andsatisfying way.

"We are what we eat." the saying goes. Scientific research is verifying that state-ment relating to all bodily functions, including intellectual development and learn-ing. Yet many children in the United States and Canada today don't eat the rightfoods. Some are malnournished because of poverty. some because of their parents'lack of knowledge and indifference. still others because of habits and fads and thepower of advertising on TV and other mass media. Whatever the reason, adultswho work with young children can promote good nutrition in a variety of ways, andat the same time promote the health of the next generation of children.

Changing lift styles. family patterns, and family roles have completely revolu-tioned food purchasing and preparation procedures in many homes. Knowing howto select, purchase. prepare, cook, and serve food is no longer the province ofmothers only. Fathers, mothers. and children of both sexes often assume thisresponsibility, sometimes to share family duties, often because each familymember comes and goes at different times and must therefore obtain his/her ownfood. Prepackaged. highly processed convenience foods tend to go into the grocerycart instead of do-it-yourself separate foods in a natural state. Many children aregrowing up without ever seeing time and heat transform leftover vegetables and asoup bone into a delicious Saturday lunch, without ever using a double boiler or

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BEST COPY NAMEeven without smelling freshly baked homemade bread. More people are eating outmore often rather than preparing meals at home, including more children in earlychildhood centers and schools.

Served a variety of healthful foods, most active, healthy children will eat whatthey need. This fact places much responsibility on the adults who schedule thefoods children will learn to cook and on the adults who select and prepare the foodserved at snacktime and mealtime. Eating habits are strong; once formed, they aredifficult to change.

Cook with children and serve to them only nutritious foods, such as fruits andvegetables and whole grains. Avoh, sugar-laden cereals and heavily sweetenedcanned fruits. imitation, high sugar content foods and mixes, artificial cheesespreads, artificial food colorings and imitation flavors. All this will give children apowerful model to follow.

We have attempted to make the recipes and suggestions in this book as healthfulas possible, using simple, natural ingredients that are also readily available. Incollecting these recipes and suggestions, we were both surprised and somewhatappalled at the number of sweets and carbohydrates in almost every recipe book orcollection for use with children. We have attempted to get a better balance of nutri-tional elements represented. When most cooking experiences involve sweets, chil-dren are bound to learn that sweets are valued and preferred. Most young childrenprefer simply prepared foods. nutritious foods. You may have seen the number ofhalf-eaten cupcakes left by kindergarten or nursery children at a birthday party.No one would deny children ice cream cones, birthday cakes, or Christmascookies, but everyone would be better off if sweets including sweet beverageswere used less often.

If an adult expects a child to develop good eating habits, he/she must eat withthe children when they prepare food and at snacktime and mealtime. "Cap'nCatastrophe" and "Sheriff Salty" have pushed their sugar-loaded, expensive treatsand empty calorie snack foods on television by eating them and saying how goodthey tast.:. Can we do less with nutritious food that children should be learning toeat? Other eating habits related to good, nutrition are learned when adults eat withchildren such as cleanliness and behavior promoting a warm. relaxed, un-hurried atmosphere at meals.

Some of the things children of preschool and primary age can be expected tolearn from food experiences are discussed in this book. Nutrition education, motorskills. and social learnings are always involved. whether emphasized or not. For avery young child, even dividing an orange and sharing it with a friend involvemathematics. manual dexterity. social growth, and emotional satisfaction. Witholder children. planning and organization integral parts of any cooking project

may be far more important than any specific objective. The child learns as awhole. even though we may discuss those learnings in part.

When and how to involve children in cooking are discussed in separate sections.What to cook is found in the recipe section.

Who should do it? You and the children, whether "you" means you as a parent,teacher, day care worker, high school parenting student, or interested adult whoenjoys the fun of cooking and eating with children.

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WhenTo CookWith Children

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Almost any time is a good time to cook with children provided it is unhurried.Children can learn to cook breakfast, lunch, and dinner. Preparing snacks is agood beginning at the youngest level. Holidays ate timely occasions to bring out thehot plate in your classroom and explore a new taste experience to celebrate Hallo-ween, Christmas, Martin Luther King's birthday, Passover. or the fourth anniver-sary of your day care center.

Gifts and "thank you's" are especially effective when they are food made withcare and love. One first grade class had enjoyed many cooking experiencesthroughout the year, and decided to make peanut butter for Mother's Day pres-ents. Their teacher writes:

"Taking the skins off the peanuts was quite a mess but loads of fun. I had set uptwo blenders that parents had volunteered for the day, and each child had a turn toadd peanuts. The peanut butter smelled so delicious that the class and I had tostop to have a sample on apple slices. The combination of flavors made a tastysnack. Then we spooned the peanut butter into small baby food jars which hadbeen well scrubbed, and screwed on the tops. The children were all very proud ofthe gift itself and pleased with the taste of their efforts. They left happily for home,

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a recipe for homemade peanut butter accompanying each gift,"Children can cook to make meanings clear and understanding complete. What

better way to help children understand the popular folk tale "The Ginge 3readMan" than by letting them bake their own gingerbread men? (Page 29 ). LittleMiss Muffet sitting eating on her tuffet will be more real once the children havemade their own "curds and whey," (Page 27 ). The simple miracle of goldenbutter suddenly appearing in a jar of cream everyone in the class has taken turnsshaking prepares a child as telling never could for references to churns andchurning and buttermilk he/she will meet in songs and folk and fairy tales foryears to come. (Page 27 ).

Cooking can be an enrichment or culminating activity for a unit of study, suchas making cranberry relish (Page 28 ) or pumpkin pudding (Page 31) atThanksgiving as part of learning about farms, food, and harvest or cooking some-thing as simple as cream of wheat, oatmeals or grits when learning about pioneertimes. Food experiences easily become integrated into the total program wheninterest is on family and home, the five senses, dental health, career education,occupations of men and women, the community, transportation, friends far andnear, plants, animals, and many familiar subjects. Let the activity flow from whatis going on in the total program or from a need in the classroom.

In the home, a rainy day or a "nothing to do" morning, having a child or two whocould benefit from responsibility and accomplishment, or the feeling of "let's dosomething together" can indicate that now is the time for a cooking experience.Avoid putting children off until they are older and neater and better coordinated.Their interest and enthusiasm will fade away unless it is encouraged. When? Thetime is now.

The creative adult can open a new world of fascinating simple food experiencesthat might be missed by children whose food comes processed, packaged, and pre-cooked. Rolling a bit of biscuit or pizza dough, "masa," or pie crust to cook alongwith the grown-ups, squeezing orange juice by hand, shelling peanuts or peas,making egg salad to spread on bread are some of these. Adult ingenuity andimagination can provide more and the joy and learning that goes with them.

Fresh fruits and vegetables cut and served in a variety of ways keep interest highand open up many learning opportunities. Here are a few suggestions to get yourthinking started:

Cut oranges into wedges, halves, circles, and semicircles. Cut apples crosswaysto show the star. Cut into circles, wedges, halves, and quarters. Pineapple can beserved in circles or rings, semicircles, chunks, and crushed. Bananas can be cut inhalf lengthwise or crossways. sliced into thick or thin slices. Carrots can be slicedinto circles, or sticks, diced into cubes. Potatoes can be sliced lengthways, cross-ways, into sticks, or diced into cubes. Celery sticks can be cut into long or shortlengths, or sliced diagonally. The tops are also good.

Often simple cooking experiences can be tied in with regional or cultural special-ties sorghum spread on biscuits or corn bre..d, poke salad, snow ice cream,fresh huckleberries. fresh chili peppers, and so on. Our hope is that each parent,each day care mother. each teacher, will use these as a beginning for many morecooking and learning experiences.

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HowTo Organize andProceed

Behind the hubbub and fun an observer can see that cooking with children is astructured learning situation. The adults in charge as well as the children mustunderstand that directions must be followed, the sequence of activities adhered to,safety precautions observed. Time must be allowed for preparing, executing, andcleaning up. Most of all, a calm, relaxed adult must provide steady, but notintrusive, supervision. He or she should enjoy the experience!

Involving children in cooking projects is what scares off many adults. "It's justone more thing to do and I've alreaiiy got too many things to do." "One teacherand thirty children cooking?"

Yet most of these objections can be overcome by careful planning and organiza-tion. Some guides compiled by teachers, mothers, and childcare workers who have

worked with children successfully (and sometimes unsuccessfully) to prepare,cook. and eat food are given here. The guides will have to be modified, augmented,

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and made specific to fit each situation. A teacher and aide with 15 four- andfive-year-old children will have different specific guides than will a first grade-teacher with 28. The situation is different, and so are the capabilities of thechildren. A parent encourrging a child to cook at home and a family day-caremother with five children of varying ages present still other situations. Generalguidelines are given in two following sections. One applies primarily to workingwith groups of children in an early childhood center or a classroom, the otherworking with an individual child or small group of children in a home.

AT SCHOOL: DO AHEAD OF TIME

Check school or center policies and .state laws concerning cooking projects.There may be no restrictions, but find out now before you get a pot boiling andall the children excited!

Be sure to go through the children's school records for notes concerning aller-gies. other diseases such as diabetes and cystic fibrosis, and double check withparents.

What arrangements can be made about cooking costs? Teachers should have asmall budget for these projects. but too few do. Might the PTA. parent advisorycouncils, room mothers, special event funds, or the snack budget be sources? Canchildren bring a small item from home for the recipe? (That makes it more person-ally "theirs," too.) If you take time and thought to explain to your administratorsand the parents about how cooking fits into the total program and how muchlearning will take place. you may well enlist their support and financial aid. Spreadthe word that your class will be preparing food throughout the year, and that youwould appreciate knowing sources of inexpensive food items in quantity. Enlist theaid of the food-preparation people. They may have extra food items perfect foryour uses. In many early childhood centers and elementary schools, close cooper-ation between food-preparation staff and teaching staff is possible. This arrange-ment is ideal.

If some or all of the children have had prior groL'p experiences in cooking in aday care center, nursery school, or an earlier grade. find out about these. Inquireabout purposes and objectives. Seeking out and building upon this kind of con-tinuity will help the children and enable you to proceed with projects you mighthave thought too difficult. Don't be deterred if you find that an earlier teacher hasprepared some food you had hoped to. Were the goals and emphases the same?This year the children may prepare the same food. but with different objectives,procedures. and emphases. It takes many experiences to develop a concept. Nextyear a teacher may appreciate knowing what you have done.

Select the suggestion, recipe or recipes that will achieve the desired objectives.Older children can help decide what to cook. That way the project will more trulybe their own. Be sure to try a recipe at home first to know that it works.

Make sure all necessary equipment is available and ready. Ifyou don't have akitchen available (few schools do). a small utility cart can become your kitchen onwheels. Cover the top shelf of the cart with a heat resistant material so that cookingcan take place there. as well as on a table or counter. A hot plate, electric skillet,

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electric roaster, or other needed appliances go on the lop shelf, too. The other twoshelves provide storage space for mixing bowls, measuring spoons and cups,stirring spoons, pans, can opener, paper towels, a spray container of diluted deter-gent. a package of tongue blades for "tasters," cutting boards (try small onesmade from scrap hardwood picked up at the lumber yard), potholders, and otherequipment. A heavy duty extension cord should be included. One kind of utilitycord has a convenience outlet for small arpliances that reduces the danger of theappliances getting pulled off. Include sponges and cloths for cleanup. If your roomhas no sink, a couple of plastic pails or in ns of water and plenty of paper towelswill substitute. Clear glass or plastic cont. filers and bowls for measuring andmixing let the children see what is happening. Wooden stirring spoons will notconduct heat to small hands.

If a utility cart is not available, a box or tray will do. Older children can helpdecide what equipment will be needed and take responsibility for supplying at leastthe lighter items (perhaps with some backup items in case of illness or a suddenlapse of memory). The process of going through the recipe with the class anddeciding what equipment will be needed is a real problem-solving opportunity.Teachers may have to bite their tongues while waiting for someone to figure out"Hey, we've got to have something to mix it in! ", but the joy of letting the childrensolve the problem themselves is well worth it. The ingredients, after all, are listed,but usually needed equipment must be inferred from the ingredients and thecooking process to be used.

Make an equipment check before starting a project.When a trip to the grocery store, a farm, or a food-processing facility precedes

cooking, develop plans so the children will associate the two activities. Forinstance, select pumpkins at the farm and let the children hold on to them on theway back to school. Take Polaroid pictures of the food-processing plant you visitand later post them by the food being prepared. Or tape record the visit on a littleportable recorder and play it during the cooking. See if expeditions are possible tofind and bring back stalks of wheat, if you have breadbaking in mind; cornstalks iftortillas are scheduled; peanut plants if making peanut butter is your goal.

Decide ahead of time how to handle the actual preparation and cooking. Co-operative planning, involving teacher, aide, volunteers, and other adults is best.Ask yourself these questions:

--Shall we try to involve all the children all the time? Use small interest groups?Have two or more identical activities going and assign children to a particulargroup? Let them come and go as they please?

Shall we try to get clean shirts to use as aprons?If we need extra help, what about older children, high school or middle school

home economics, family life, or education-for-parenthood students? Can youcount on parents (both sexes), grandparents, room mothers, or other volunteers?

What problems are likely to arise, and what can be done to avoid them?Before any cooking experience is planned, adults should know the children in-volved and the setting well enough to think through what is likely to happen. Willthe normal flow of traffic be changed? What about the youngster who can't sit stillfor a minute? How about having older youngsters plan to make "caper charts,"

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listing the jobs each child will do during the cooking activity? Will you have every-one work at the tables or on a counter? How will children manage taking turns?How to arrange so children don't wait too long for turns? Repeat the experiencesevetal times? Have the experience in a learning center so children can come andgo? Have two or three tables? Have three knives for chopping? Two egg beaters?What about the youngster who needs close supervision? How can we help theyoungster who is hesitant to become involved? What safety rules will need to becarefully observed? What language will help bring out the desired !earnings?

Mentally go through each step and develop a plan. For very young andinexperienced children, planning must be done primarily by the adults. Older chil-dren can do much of their own planning if they are given some help and guidance.

Make a record of decisions you and the class make to help brief individuals lateron. If children have committee assignments, a written impersonal record helpremind them. Plans may be changed, of course.

Teachers working alone with 25 or 30 children must be well organized, in orderto maintain supervision and interest. One teacher working alone had childrenarrange themselves so all could see and get to the various work tables, the sink,and also the recipe chart and chalkboard.

Don't feel compelled to make a recipe chart for every food experience. However.older children using complex recipes will learn more and make fewer mistakes ifthe recipe procedures are posted before them. The recipe should be transferred toa large chart or to the chalkboard, preferably while the children watch, so they canquestion new ingredients or vocabulary they may not comprehend. The chartmight look like the one on page 17.

Prepare a classmade list of ingredients needed and equipment and utensils re-quire 1 and how they will be secured. Post it where all can see it. A table (or thekitchen cart) below the charts will provide a gathering place for the needed items,and will give the children a chance to examine them. Pans, spoons, and cups willneed to be washed again, but that is part of the learning process. Explain thatingredients requiring refrigeration cannot be placed out, of course. Some extraitems should be available in case of sionretrievable spills.

Whether or not elaborate class planning is done, talk over procedures with thechildren ahead of time. Be as specific as possible as to what they can and cannotdo, what procedures will be, and what the results will be.

COOKING EXPERIENCES IN THE HOME

A world of difference exists between cooking with children at home and atschool. At home, fewer children take part in the cooking but more distractionsenter in the telephone rings or the baby cries. The adult usually does notcommand the same attention or authority. Some mothers tend to have high expec-tations of their own children and take it personally :: things don't go well or if theyoungster loses interest part way through. Always other responsibilities are wait-ing. On the other hind, available time is more flexible. You can go to the storealmost any time sometimes even for ingredients in mid-recipe. If a dairy, poul-

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try farm, or other source of food is nearby, going doesn't require extensive field-trip planning, although with several young children, it may seem like a field trip!Also, although cost must always be considered, what is being cooked will be a partof family food expenditures, not in addition to them. And needed equipment isreadily available.

involving young children in helping do what the adult is going to be doinganyway is frequently a good way to keep them out of trouble, out of your hair, andinto learning with and about food. Give them a bit of biscuit, bread, pie, or tortilladough to pat, roll, or shape. Hamburger or meat loaf tastes better if a child-sizedpatty or loaf has been shaped by the one who is going to eat it.

Schedule real preparation and cooking experiences for a time when otherresponsibilities are least likely to intrude. Cooking with children almost alwaystakes longer than expected, so allow for that.

If children ask to help cook at a bad time, don't feel guilty if you have to say"Not now." But do schedule some "help" time as well as some of the specialcooking experiences suggested in this book.

Usually cooking experiences in the home are not so carefully planned as those ina center. Nor need they be, with only a few children to consider. But even in ahome setting, children have to know something of what they are making, how theyare going to go abaout it, what they can or cannot do. So you can shorten the plan-ning tithe, but don't omit it altogether. Children frequently get into trouble justbecause they don't know what they are expected to do.

Supervision during cooking is essential with one child or thirty, not only forsafety and control (leaving one or two young children alone with flour, cereal,water, or other ingredients can only result in chaos), but also for the talking aboutand talking with so necessary for learning together. Part of the reason childrenwant to cook is to be with that adult who is so important in their lives. Children canlearn all the things listed in the "Learnings from Cooking"section of this book aswell at home as they can at school.

Some special problems arise in helping young children cook at home. The worksurfaces in kitchens are designed for adult height, not for children. A wide-basedstool or upside-down wooden box (the kind used to deliver milk to supermarketsworks well) will safely raise a young cook to a height suitable for manipulatingtwit afitl handling food.

Children are not so inclined to help clean up at home as they are at a center orschool. Perhpas you could schedule cooking experiences for a time when thekitchen is going to have to be cleaned anyway. Classroom techniques for encour-aging cooperative clean-up work at home, too. Avoid scolding, praise efforts,provide interesting and effective cleaning tools (spray container with diluted deter-gent, sponge, brush, mop), and work with the children, letting them do as much aspossible.

Enjoy eating the finished product. Some failures will result, but even the bestcook has failures, We all remember sugared fudge spread on crackers longer thanthe perfect batch! Many favorite family stories come out of cooking disasters. Andboth failures and successes can be memorable lofting experiences in a happy,relaxed, warm atmosphere.

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paration andcoking

Make sure all hands and work surfaces are clean. Show children how to "reallyscrub," then let them do it. Brushes and big sponges help. You need not scarechildren about getting sick from dirty hands just present the washing-up as onestep in the food preparation process.

Follow plans you have made earlier, giving supervision and help as needed.When the unexpected occurs as it will keep calm and help the childrenhandle it. "Marcy knows how to clean up the water she spilled. It won't hurt any-thing."

In supervising and guiding children, tell and show them what to do in positiveterms instead of giving vague admonitions or telling them what not to do.

Say. "Carry the pan with one hand on each side, like this," instead of sayingNow don't drop it" or "Don't spill."Show the child how to use the knife and say, "Hold the banana at one end, so

your fingers are not close to the knife, ". instead of saying "Be careful!" or "Don'tcut your fingers!"

Say "Keep the egg beater in the meringue while you are turning the handle," in-stead of saying "Don't lift the egg beater."

Say "It's Jack's turn now. You'll have a turn as soon as he has twenty-fivestrokes. Let's help him count," instead of saying "It's not your turn,"

Say "Use a potholder to keep from burning your hands on the pan," instead ofsaying "Watch out; that's hot,"

Say "Spoon the flour into the cup, then use a knife to level it off, like this," in-stead of saying "Measure the flour carefilly."

Also be sure to acknowledge and praise what the children do well. "Gloria reallyknows how to tear lettuce." "Look at the way Joe turns the food grinder,""Ains-m, that soup smells good. You children are good cooks!"

Guide the discussion and talk toward the desired objectives, but don't try torestrict it to that. Much free conversation is both effective and desirable,

Involve the children as much as possible. Direct involvement will help sustaininterest and attention, Cooking should not be a demonstration by the teacher.

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Maintaining Interest

Encourage the children to taste. It's an integral part of the cooking process, anda great way to arouse cooking curiosity and to maintain interest. In preparing somerecipes children can taste and smell each ingredient separately before it is added(some extra amounts may need to be provided for that purpose), and again after itis mixed or cooked.

Powders. granules. flours. and meals can be put in a small pile on eachindividual napkin and tasted with the fingers. In tasting while preparing fruits andvegetables, small hands serve as the best utensils for tasting. Tongue blades orice-cream-bar sticks make excellent tasters. Each child has his own and is notlikely to end up with more than his share of a taste. They are perfect for suchthings as bravely tasting plain cooked pumpkin, then trying it again after sugar,nutmeg, and cinnamon have been added. Tasting liquid gelatin is simple if eachchild has his own paper cup with his name on it. The children are free to taste theliquid, and to discuss the fact that the more they drink, the less gelatin they willhave after it jells!!

Encourage children to talk about what they and others are doing. This helpskeep attention and enables children to learn what was intended. Letting childrensolve the problems they encounter as they proceed wile also keep interest and thelevel of learning high. For example, one first-grade class had blended milk intosoftened cream cheese to make a spread for whole wheat bread. The plan was tomake several variations by adding chopped nuts, olives, pimiento, or raisins. Eachgroup had one big bowl of spread and wanted to prepare some of each kind offlavored spread. What to do?! The children figured out how to divide the flavor-ings and divide the spreads no small problem. Tongue blades were perfect formixing and spreading and great for one last lick!!

Reading or telling a related story, or making up a chant or song about theactions or activity This is the way we knead the bread "shake thejuice . ." "chop the nuts . . ." will help if there is a short interval of waiting. Ifthe children are going to write the recipe to take home, waiting time can be usedfor that.

Don't underestimate children's interest in even the simplest cooking process --if the children are doing it themselves. "Boiling" eggs may be old stuff togrown-ups, but youngsters find this change of form fascinating. Let them see a rawegg first. Break one open. Let each child put an egg in cool *alter and watch thechanges that take place as the water begins to boil. Let them see a soft-cooked eggand a hard-cooked one. Note the smell of the eggs, and the change that has re-sulted when you try to crack the egg once it is hard-cooked.

Snacktime is more interesting to children if they help prepare the tables, servethe food, and clean up. Children enjoy being involved in all aspects of food experi-ences, not just being fed.

Time To Dine

Eating is one of the most satisfying parts of the cooking process. Adults need tojoin in and savor the product along with the children, with much praise for thework done as well as the end result. Try to time the eating so that it does not spoil

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the children's lunch or dinner whether they go home or stay at school. If eatingdoes come close to a meal, make it something that can count as a "first course,`'such as juice, soup, fruit or vegetable salad, or fruit compote. The teacher whoserves the children cake or cookies at 11:15 a.m. because that is a convenient timeis 'subverting home and school efforts in nutrition education.

Dividing up and serving offer more learning opportunities both social andmathematical. Older children can solve these real,life problems with a little helpfrom the teacher. One teacher commented: "We discussed how the loaves'Ofpuinpkin bread should be cut to serve our class, as well as people throughoUt thebuilding with whom they wished to share. Chalkboard work made the division avisual activity very necessary when talking about as many as 50 slices,"

Younger children can solve simpler problems. "II' we have 15 children and 2teachers. how many bowls will we need for fruit salad?" "The apples we have

havewon't provide thick slices Or each of you. What could we do so you could each haveone more slice?' The opportunity to invite guests to share what has been made is areal thrill for young children. The also enjoy taking home a sample of the productand the rec;pe.

CleanupCleanup is a class activity, and will be entered into with enthusiasm if it is

planned for, the work divided and made interesting. Young children thrive onwater and soapsuds and "doing it myself." Duties should be clearly assignedwith not too many children trying to work in one place. Work charts may help.Sometimes it works well to have a relatively small group clean up while the otherchildren do something else. Don't try to hurry the process, and don't do it yourself.An adult should be close to supervise and lend a hand or give verbal guidance asnecessary.

Younger children appreciate someone's working along with them to show themhow. "Squeeze the water out of the sponge like this," "Wipe both sides of the panwith the dish towel." Acknowledgment of efforts along the way will help keepchildren working until the job is done.

What Was Learned?

Evaluation is a final step. Were the objectives achieved? Did they learn soft-thing good about foods and nutrition and eating? If not, why not? What went well?What went wrong, and why? What did individual children seem to get out of it(I've never heard Chuck talk so much and so freely be.lbre. He used at least threelull sentences.")?

If the activity is short, it can be recorded on an audio tape for later and fineranalysis. Critical portions of longer experiences can be taped for evaluation.

Older children should be involved in evaluation their analyses and insightswill assist them in the planning aspecti of the next cooking experience. Youngerones can begin short, informal evaluatons in response to questions. "bid you likemaking applesauce? What did you like about it?"

A written account of the experience can be placed in a resource file of tried andtrue experiences and recipes, including which ones not to try again. Notes aboutprocedures that did or did not work will be helpful the next time around,

14

a.

C

BEST COPY AVAILABLE

Cooking experiences can be very simple. Spreading soft cheese on a wheatcracker is a cooking experience when you are three years old. Any recipe or projectmust be evaluated with some or all of the following criteria. In either home orschool, these questions should be asked:

Will the cooking experience achieve the desired objectives?Will the project contribute to improved nutrition education and eating habits?Is the project or recipe simple enough that children and adults will have a suc-

cessful and enjoyable experience without undue frustration?Is it appropriate for the age, development, maturity, and experience of the

children? Can it be safely made by the children? Remember that social capabili-ties must be considered as well as cognitive and physical maturity.

If Purchase of food is involved, is the expense reasonable?Will the cooking experience help achieve a balance of nutritional examples?

Avoid the tendency to use too many sweets.Will it be interesting to both children and adults?

In any group setting, these additional questions should be asked:Will it be an integral part of other planned learning experiences, not an

isolated activity?Can children bring some of the ingredients from home without hardship?Are needed equipment and supplies available or can they be obtained?

15

0 0

Recipes Using Unique EquipmentWorth considering for use with children are recipes using unique equipment.

Many of these appliances come with their own recipe books which should beconsulted. Frequently new items of portable cooking equipment appear on themarket. such as toaster-ovens, blenders, slow-cooking crockery electric pots,electric skillets and mixers, and broilers. Children have sometimes seen theegadgets advertised; parents may have received one as a gift (Maybe a parent wouldbring one and help cook). The method of cooking with them is sometimes novel,and children who do not see these items at home may benefit from learning thenames and seeing them used.

Some equipment that is old to teachers and to the writers and illustrators ofchildren's books may be totally unfamiliar to children whose cultural, ethnic, andeconomic backgrounds differ from the majority. We do not mean to imply thatevery home or classroom needs these gadgets, but that it is fun and educational totry them, as well as special tools from a variety of cultures.

On the other hand, many young children and sometimes their parents have notused simple hand tools, such as a hand food grinder, rolling pin, flour sifter,mortar and pestle, hand juicer, or egg beater. Working with these tools giveschildren great satisfaction because child energy is providing the power.

Recipes From Specific Cultures

We have included a few simple recipes definitely identified with some of thespecific cultures that are a part of our rich cultural heritage. Others can be foundin any cookbook. but the best approach is to ask a local good cook who is from theculture. Regional variations and adaptations are as "authentic" as a recipestraight from the old country.

Using These Recipes

The next section of this book contains a number of recipes and suggestions thathave been successfully used with young children. The recipes are "family size" forapproximately four to six people unless otherwise noted. Adjustments for groupsituations should be made accordingly. The recipes are examples of what can beprepared and cooked while following the principles of good nutrition,

In selecting these recipes, we have tried to be realistic about what adults actuallycook with children. There are few meat recipes for example, but if the budget canstand it. the children will enjoy them.

We have avoided putting ages or grades beside each recipe, The maturity andability of the children involved is your best guide to appropriateness. Probably nonursery group will want to make apple butter because of the heat of the liquid, forexample, but older children should be able to with proper supervision.

Because so few classrooms have complete kitchens available to them, we haveindicated the type of cooking preparation necessary for each recipe at the top left -hand side of the recipe. "No cooking," "electric skillet," "hot plate and saucepan," and so forth will help you decide at a glance if you have the facilities toproceed further. At the lower left of the recipe is a list of the utensils most peoplewill use to prepare the food, such as "can opener, cutting board, and knives," Ifyou do not have all these items available, some substitutions can be made,

16

0 9 0 'I. f.)

Bur

AV

AIL

AB

LE

---S

,'""-

---N

\i1;

0t

f

Lt

,:

,Pr

17--i

WA

1 u

RF

SAL

AD

3 C

P V

7CP

dice

d3

UPC

? V

P di

ced

179

wal

nut

17 E

P m

ayon

nais

e9

Was

h ce

lery

and

app

les.

Cor

e

appl

es b

ut d

o no

t pee

l.D

ice

cele

ry a

nd a

pple

s. C

hop

nuts

.Fo

ld in

to m

ayon

nais

e, c

eler

y,ap

ples

, and

fur

ls. E

atim

nled

iate

lyor

chill

a f

ew h

ours

.

No

CO

OK

ING

FRIE

ND

SHIP

FR

UIT

SA

LA

D

Thi

s ac

tivel

y te

ache

s m

ore

abou

t coo

pera

tion

than

any,

boo

k.

Let

eac

h ch

ild w

ho c

an b

ring

a p

iece

of

fres

h fr

uit

from

hom

e. W

ash,

par

e an

d co

re a

s ne

cess

ary,

and

chop

fru

it. S

licin

g ba

nana

s, a

pple

s, a

nd p

ears

into

oran

ge ju

ice

will

kee

p th

em f

rom

dar

keni

ng w

hile

the

othe

r fr

uits

. are

bei

ng p

repa

red,

and

als

o se

rve

asa

sala

d dr

essi

ng. B

e su

reth

e gr

oupl

earm

the

nam

esof

the

frui

ts.

Bea

d, k

niV

es, c

uttin

g bo

ards

.

BE

ST C

OPY

AV

AR

AB

LE

No

Coo

KIN

GW

AL

DO

RF

SAL

AD

You

may

pre

fer

to c

all t

his

"app

le a

nd c

eler

ysa

lad.

"It

cup

dic

ed c

eler

ycu

p di

ced

appl

es (

no n

eedy

. to

peel

)1/

2 cu

p w

alnu

t or

peca

n m

eats

1/2

cup

may

onna

ise

thin

ned

with

2 ta

bles

poon

s cr

eam

Fold

cel

ery,

app

les,

and

nut

s in

to th

e dr

essi

ng. E

atim

med

iate

ly o

r ch

ill a

few

hou

rs.

Kni

ves,

cut

ting

boar

ds, b

owl,

mea

suri

ng c

ups.

No

CO

OK

ING

AM

BR

OSI

AT

ry th

is a

fter

you

've

open

ed a

fre

sh c

ocon

ut.

1 cu

p ea

ch 3

fru

its (

rais

ins,

ora

nges

, ban

anas

,ap

ples

, gra

pes,

or

othe

rs)

1 cu

p co

conu

t (gr

ated

)Sl

ice

frui

ts, m

ix in

bow

l, sp

inkl

e w

ith g

rate

dco

conu

t.M

easu

ring

cup

, bow

l, cu

tting

boa

rds,

kni

ves,

grat

er.

NO

CO

OK

ING B

LE

ND

ER

APP

LE

SAU

CE

3 ap

ples

% c

up h

oney

With

you

ng c

hild

ren,

adu

lts m

ay n

eed

to p

eel t

heap

ples

, but

allo

w th

e ch

ildre

n to

cho

p th

em in

tosm

all p

iece

s. P

ut th

ese

smal

l pie

ces

into

a b

lend

er,

add

wat

er a

nd h

oney

, jud

ging

thes

e am

ount

s by

the

kind

of

appl

e yo

u ar

e us

ing.

Allo

w th

e ch

ildre

n to

push

the

"on'

and

"of

f" b

utto

ns: T

his

appl

esau

cem

ust b

e ea

ten

imm

edia

tely

bec

ause

it w

onrt

kee

p.B

lend

er, c

uttin

g bo

ard;

kni

ves,

, veg

etab

le p

eele

r.

No

CO

OK

ING

HA

RO

SET

PASS

OV

ER

TR

EA

TG

ood

any

time.

A p

erfe

ct in

trod

uctio

n to

the

use

ofa

grat

er. S

erve

with

mat

zoh.

'A c

up h

oney

3 ap

ples

'/2 c

up n

uts

fine

ly g

rate

d1/

2 te

aspo

on c

inna

mon

Smal

l am

ount

of

juic

e to

"bi

nd"

Peel

and

gra

te a

pple

s, m

ix w

ith o

ther

ingr

edie

nts

and

serv

e.G

rate

r, m

easu

ring

cup

, kni

ves.

No

CO

OK

ING

FRU

IT B

AL

LS

A "

mad

e w

ith lo

ve"

Chr

istm

as g

ift t

o ta

ke h

ome

orsh

are.

1 cu

p ra

isin

s1

cup

date

s1

cup

figs

1 te

aspo

on o

rang

e ri

nd1

teas

poon

ora

nge

juic

e1/

2 te

aspo

on c

inna

mon

Gri

nd a

ll in

gred

ient

s to

geth

er a

nd r

oll i

nto

balls

.V

aria

tions

: In

case

som

e of

the

frui

ts a

re h

ard

toge

t, or

to s

uit i

ndiv

idua

l tas

tes,

oth

er d

ried

fru

itsan

d fl

avor

ings

can

be

subs

titut

ed.

Use

dri

ed a

pric

ots

with

coc

onut

(11

/2 c

up. a

pric

ots

1/2

cup

shre

dded

coc

onut

).U

se 1

1/2

cup

rais

ins

with

1/2

cup

pea

nuts

.A

dd p

itted

pru

nes,

dri

ed a

pple

s, c

andi

ed p

inea

pple

or c

herr

ies,

citr

on, v

ario

us n

ut m

eats

or

seed

s, e

tc.

af m

ixtu

re is

too

dry,

add

mor

e le

mon

or

oran

geju

ice.

)

Bow

l, sp

oon,

mea

suri

ng c

ups

and

spoo

ns, f

ood

grin

der.

HO

T P

LA

TE

AN

D S

AU

CE

PAN

,

TO

MA

TO

ASP

IC' S

AL

AD

Mos

t chi

ldre

n ar

e us

ed to

jelli

ed f

ruit

sala

ds. T

his

isdf

fere

nt. a

nd a

nic

e ch

ange

fro

m to

mat

o ju

ice.

2 cu

ps m

oo,

enve

lope

unf

lavo

red

unfa

vore

dl g

elat

in1/

44 te

aspo

on s

alt

Soft

en g

elat

in in

V2

cup

tom

ato

juic

e. A

dd th

e re

-m

aini

ng h

ot to

mat

o ju

ice,

and

stir

unt

il th

e ge

latin

is d

isso

lved

. Chi

ll un

til s

et. S

erve

pla

in o

r w

ith a

bit

of m

ild m

ayon

nais

e. S

easo

ning

s or

sol

id in

gred

ient

sm

ay b

e ad

ded.

Try

lem

on ju

ice,

cho

pped

par

sley

or

basi

l, a

dash

or.

Wor

cest

ersh

ire

sauc

e or

hot

sau

ce.

Cho

pped

veg

etab

les

such

as

cele

ry o

r ca

bbag

e ar

ego

od.

Mea

suri

ng c

ups

and

spoo

ns,s

tirrin

g,sp

oon,

pan

for

fig-

No

CO

OK

ING

ZN

D

WH

IPPE

D C

RE

AM

FR

UIT

SA

LA

DT

his

is s

o go

od th

at f

ifte

en s

mal

l chi

ldre

n ha

ve b

een

know

n to

eat

a d

oubl

e ba

tch.

Yr

pint

whi

ppin

g cr

eam

Vz

cups

, see

ded

halv

ed to

kay

grap

es(1

can

see

dles

s, c

anne

d w

hite

gra

pes

can

be s

ub-

stitu

ted.

)2

-3 m

ediu

m b

anan

as,,

slic

ed1

cup

min

iatu

re m

arsh

mal

low

s2'

med

ian'

app

les,

dic

ed

Chi

n th

orou

ghly

bow

l,. b

eate

rs. c

ream

. Pre

pare

frui

t. W

hip

crea

m. l

ettin

g ch

ildre

n ta

ke tu

rns.

Fol

din

k th

e fr

uit R

eady

to e

at im

med

iate

ly. A

dults

, may

have

tota

ke o

ut th

e gr

ape'

see

ds. a

head

of

time

if th

e'ch

ildre

n ar

e yo

ung

or u

se s

eedl

ess.

gra

pes.

Knb

es,,

cutli

ngbo

ard,

, bow

l (hu

ge):

. bow

l for

whi

p..

ping

cre

amy

egg

beat

en o

r' el

ectr

ic m

ixer

:,

119

MIC

OPY

ilWA

llAB

LE

HO

T P

LA

TE

APP

LE

SAU

CE

A "

Mus

t" a

fter

a tr

ip to

an

orch

ard.

Hav

e pi

ctur

esof

the

trip

and

of

appl

es u

p ne

arby

. Use

two

or th

ree

food

mill

s or

str

aine

rs s

o ch

ildre

n do

n't w

ait t

oolo

ng f

or a

turn

.

3 ap

ples

(ta

rt)

% c

up h

oney

Was

h ap

ples

and

cut

into

qua

rter

s. P

lace

in s

auce

-pa

n w

ith ju

st e

noug

h w

ater

to k

eep

appl

es f

rom

scor

chin

g. C

over

. Coo

k sl

owly

unt

il te

nder

. Str

ain

and

add

hone

y.

Slic

ing

kniv

es, c

uttin

g bo

ards

, sau

cepa

n, m

easu

ring

cup,

str

aine

r or

foo

d m

ill.

PAR

TIA

L C

OO

KIN

G

FRU

IT J

UIC

E G

EL

AT

INA

viv

id e

xam

ple

of c

hang

e fr

om li

quid

to g

el, a

ndof

the

effe

ct o

f te

mpe

ratu

re o

n ce

rtai

n fo

ods.

Let

child

ren

pred

ict w

heth

er f

ruits

or

vege

tabl

es a

dded

to th

e liq

uid

will

sin

k or

floa

tth

en f

ind

out.

1 en

velo

pe u

nfla

vore

d ge

latin

2 cu

ps f

ruit

(ora

nge,

pin

eapp

le, o

r gr

ape

juic

e)pi

nch

salt

Spri

nkle

unf

lavo

red

gela

tin o

n V

, cup

col

d ju

ice

toso

ften

. Hea

t one

cup

fru

it ju

ice

and

add

to th

eso

ften

ed g

elat

in to

dis

solv

e it,

. Add

rem

aini

ng ju

ice

and

salt.

?la

ce in

ref

rige

rato

r un

til s

et.

Thi

s ge

latin

des

sert

is m

uch

mor

e nu

triti

ous

than

pres

wee

tene

d ge

latin

des

sert

s. I

t is

also

muc

h m

ore

delic

ate

in f

lavo

r. E

xper

imen

t with

acom

bina

tion

ofbl

ends

, of

juic

es: t

o se

e w

hiC

h yo

ur f

amily

or

clas

s,lik

es, b

est.

Frui

t can

alto

be

adde

d.

Pan

for'

heat

ing

wat

eri,

mea

suri

ng. c

ups,

. stir

ring

spoo

ns, p

an f

Org

efri

gera

ting,

.

^',7

"1,7

F'

No

CO

OK

ING

CA

ND

LE

SA

LA

DB

e su

re to

hav

e a

cand

le a

nd c

andl

estic

k (o

r at

leas

ta

pict

ure)

on

view

so

child

ren

know

wha

t the

y ar

em

akin

g. T

oday

's c

hild

ren

mig

ht p

refe

r to

cal

l thi

s a

"roc

ket s

alad

.- L

et th

em m

ake

it an

d th

en d

ecid

e.A

pin

eapp

le r

ing

on a

lettu

ce le

af is

the

cand

lest

and.

A h

alf

bana

na s

tand

ing

in th

e ri

ng is

the

cand

le.

and

a m

aras

chin

o ch

erry

on

top

is th

e fl

ame.

Can

ope

ner,

cut

ting

boar

ds, k

nive

s.

No

CO

OK

ING

FRE

SH C

OC

ON

UT

Dri

ll "e

yes"

fro

m c

ocon

ut a

nd p

our

out l

iqui

d.B

reak

coc

onut

with

ham

mer

, and

bre

ak in

to s

mal

ler

piec

es f

or e

ase

in h

andl

ing.

Pry

mea

t fro

m s

hell

and

cut i

nto

child

-siz

ed p

ortio

ns. G

ood

"as

is."

or

toco

mpa

re w

ith c

omm

erci

al s

hred

ded

orfl

aked

coco

nut.

No

CO

OK

ING

CO

CO

NU

T M

ILK

Coc

onut

milk

is e

xtra

cted

fro

m g

rate

d co

conu

t and

shou

ld n

ot b

e co

nfus

ed w

ith th

e w

ater

y liq

uid

foun

din

a m

atur

e co

conu

t. C

ocon

ut m

ilk is

eas

ily m

ade

byei

ther

of

the

follo

win

g m

etho

ds:

(I)

Fres

h C

ocon

utPo

ur 2

cup

s bo

iling

wat

er o

ver

4 cu

ps f

resh

ly g

rate

d co

conu

t. L

et s

tand

20

min

-ut

es, s

tirri

ng o

ccas

iona

lly. S

trai

n th

roug

h a

doub

le th

ickn

ess

of c

hees

e cl

oth,

pre

ssin

g ha

rd'to

rem

ove

all l

iqui

d.(2

) Pr

epar

ed C

ocon

utPo

ur 2

cup

s m

ilk o

ver

1ca

ntor

pac

kage

of

coco

nut.

Slow

lyIb

ring

to a

boi

l;re

mov

cfro

mlie

at a

ndae

t sta

ndk

20 m

inut

es, s

tir-

ring

oc-e

asio

nally

, str

ainA

hrou

gka

doul

ikA

hick

-ne

ss o

f ch

eese

clo

th,p

ress

ingi

tore

mov

ealll

iqui

d.(3

) C

ocon

uttm

illt,:

caat

also

lobe

.Our

chas

ed f

roze

n.

No

CO

OK

ING

BU

TT

ER

FLY

SH

ave

a pi

ctur

e of

a b

utte

rfly

nea

rby

so c

hild

ren

can

mak

e th

e as

soci

atio

n.Pl

ace

on a

lettu

ce le

af a

pin

eapp

le r

ing

cut i

n tw

ow

ith th

e ha

lves

arr

ange

d to

look

like

a b

utte

rfly

'sw

ings

. Pla

ce a

slic

ed s

tuff

ed o

live

in th

e m

iddl

e fo

rth

e bu

tterf

ly's

bod

y.C

an o

pene

r, c

uttin

g bo

ards

, kni

ves.

RO

T P

LA

TE H

AU

PIA

. (C

ocon

ut P

uddi

ng)

A H

awai

ian

reci

pe. (

How

-pee

-ah)

Vi c

up c

orns

tarc

h3,

tabl

espo

ons

suga

r1/

8 te

aspo

on s

alt

2 cu

ps c

ocon

ut m

ilkC

ombi

ne d

ry in

gred

ient

s. A

dd V

z co

p of

the

coco

nut

milk

and

ble

nd to

a s

moo

th p

aste

. Hea

t rem

aini

ngm

ilk o

n, lo

w h

eat i

n a.

dou

ble

boile

r; a

dd c

orns

tarc

hm

ixtu

re. g

radu

ally

. stir

ring

con

stan

tly u

ntil

thic

k-en

ed. P

our

into

squ

are.

sha

llow

pan

; let

coo

l unt

ilfi

rm. C

ut in

to s

quar

es. a

nd e

at w

ith f

inge

rs.

Dou

ble

boile

r or

hea

vy s

auce

pan,

stirr

ing,

spoo

n,m

easu

ring

cup

s.

EL

EC

TR

IC S

KIL

LE

TO

R H

OT

PL

AT

E A

ND

SK

ILL

ET

SAU

TE

ED

PIN

EA

PPL

EA

sim

ple

but d

elic

ious

ly d

iffe

rent

way

to s

erve

pine

appl

e. G

ood

alon

e, o

r w

ith p

ork

or p

oultr

y.Sl

ices

or

pine

appl

e ca

nned

in it

s ow

n ju

ice

3, ta

bles

poon

s bu

tter

Dra

in p

inea

pple

wel

l (ot

herw

ise

the

fat i

n th

e sk

illet

may

spa

tter

dang

erou

sly)

. Sau

te in

the

butte

r un

tilho

t thr

ough

out,

and

brow

n sl

ight

ly o

n ea

ch s

ide.

Can

ope

ner,

, pan

cake

turn

er..

20)

EL

EC

TR

IC S

KIL

LE

T O

RH

OT

PL

AT

E A

ND

SK

ILL

ET

"FR

IED

?' A

PPL

ES

Exc

elle

nt p

lain

, or

with

bac

on a

nd c

hees

e on

the

side

.

6 ta

rt, w

ell-

flav

ored

app

les

2 ta

bles

poon

s bu

tter

1 /8

.teas

poon

sal

t

Saut

e co

red

and

slic

ed a

pple

s ge

ntly

in m

elte

dbu

tter.

Coo

k co

vere

d ov

er lo

w h

eat u

ntil

near

lyte

nder

. Unc

over

, sal

t lig

htly

, and

coo

k un

til te

nder

.A

dd m

ore

butte

r as

nee

ded.

or

a lit

tle h

ot w

ater

if th

eap

ples

are

dry

.

Rip

e. f

irm

pea

ches

may

a:s

o be

pre

pare

d th

is -

Nay

.C

uttin

g bo

ards

, kni

ves,

spa

tula

.

HO

T P

LA

TE

CO

OK

ED

FR

UIT

Mos

t fru

it is

so

good

unc

ooke

d th

at w

e, s

omet

imes

forg

et h

ow d

elic

ious

fre

shly

coo

ked

frui

t is

eith

erw

arm

or

chill

ed. L

earn

the

nam

es o

f th

e fr

uit.

tast

e.an

d fe

el th

e te

xtur

e be

fore

and

aft

er c

ooki

ng to

fin

dou

t wha

t cha

nges

take

pla

ce.

3 to

4 c

ups

slic

ed f

ruit

Wat

er to

a d

epth

of

abou

t 2 in

ches

(T

he f

ruit

adds

its o

wn)

.C

ook

gent

ly u

ntil

near

ly te

nder

. Add

1/2

cup

sug

ar(t

o ta

ste)

.C

ook

until

tend

er.

Mos

t fru

it ca

n be

coo

ked

unpa

red.

. The

ski

n ad

dsfl

avor

, col

or. a

nd r

etai

ns, v

itam

ins.

Exc

eptio

ns a

reor

ange

s. ta

nger

ines

, pea

rs.

Sauc

epan

,. kn

ives

, .cu

tting

lioar

4 st

irri

ng s

poon

.

BE

ST1]

PY A

VA

ILA

BL

E

Veg

etab

les

No

CO

OK

ING LA

ZY

SU

SAN

VE

GE

TA

BL

ES

Was

h, p

eel,

and

slic

e an

ass

ortm

ent o

f fr

esh

vege

-ta

bles

. Arr

ange

them

and

som

e co

oked

veg

etab

les

on a

lazy

sus

an. T

he c

hild

ren

clos

e th

eir

eyes

. tur

nth

e la

zy s

usan

, the

n ta

ste

wha

teve

r st

ops

in f

ront

of

them

. A g

ood

way

to u

se u

p bi

ts a

nd p

iece

s of

veg

e-ta

bles

. Fin

ger

frui

t cou

ld a

lso

be u

sed.

Cut

tingb

oard

, lut

ives

, veg

etab

lepe

eler

,,can

tope

ner,

laZ

y Su

san.

No

CO

OK

ING

BE

AN

SA

LA

D

A g

ood

clas

sifi

catio

n ex

peri

ence

. The

y ar

e al

l bea

ns.

but o

f di

ffer

ent v

arie

ties.

I ca

n gr

een

bean

s.I

can

yello

w w

ax b

eans

1 ca

n ki

dney

bea

ns1

can

garb

anzo

bean

s.

Dra

in b

eans

. tos

s w

ith. b

ottle

d It

alia

n dr

essi

ng. C

hill

at le

ast 1

hou

r.

Can

ope

ner

bow

l, sp

oon.

No

CO

OK

ING

The

exp

erie

nce

is e

ven

mor

e fu

n if

the

child

ren

shop

for

the

ingr

edie

nts.

Mak

es a

goo

d la

ngua

ge le

sson

!

TO

SSE

D, S

Let

tuce

,, ro

mai

ne, w

ater

cres

sR

adis

hes.

(re

d an

d w

hite

)T

omat

oes.

o Sala

d D

ress

hrgs

Any

sal

ad v

eget

able

is s

uita

ble

try

spin

ach.

alfa

lfa

spro

uts,

cel

ery,

car

rots

, end

ive,

red

cab

bage

.ca

ulif

inw

er, a

nd s

o on

. Hav

e ch

ildre

n w

ash

and

drai

n al

l veg

etab

les.

Chi

ldre

n ca

n te

ar le

ttuce

and

cut o

ther

veg

etab

les.

, the

n "t

oss"

the

vege

tabl

es to

mix

. Ser

ve w

ith o

ne o

r tw

asal

ad d

ress

ings

, or

plai

n.L

et c

hild

ren

tast

e. d

ress

ing

befo

re c

hoos

ing.

CU

tting

boa

rd;)

knt

res,

, lar

ge b

owl,,

larg

e, s

alad

for

kan

d sp

oon.

21

EL

EC

TR

IC C

RO

CK

ER

Y C

OO

KE

R O

RH

OT

PL

AT

E A

ND

HE

AV

Y S

AU

CE

PAN

WIN

TE

R V

EG

ET

AB

LE

SO

UP

I ca

n gr

een

bean

s (r

egul

ar s

ize)

I ca

n lim

a be

ans

1 ca

n pe

as2

cans

cor

n3-

4 ca

ns to

mat

oes

4-5

pota

toes

1 la

rge

onio

n4

carr

ots,

dic

ed3

cans

bou

illon

or

stoc

k fr

om s

oup

bone

Div

ide

child

ren

into

com

mitt

ees

can

open

ers,

stra

iner

s, v

eget

able

pee

lers

, cut

ters

. (U

se s

turd

ypl

astic

kni

ves

they

wor

k!an

d ve

geta

ble

peel

ers.

) H

eat t

he b

roth

and

with

adu

lt as

sist

ance

put a

ll in

gred

ient

s in

to th

e co

ok p

ot o

r sa

ucep

anan

d co

ok u

ntil

pota

toes

and

car

rots

are

tend

er.

Var

iatio

ns: B

row

ned

ham

burg

er c

an b

e ad

ded.

Alp

habe

t noo

dles

can

be

put i

n po

t for

last

few

min

utes

of

cook

ing.

Cut

ting

boar

ds, k

nive

s, c

an o

pene

r, v

eget

able

peel

ers,

stir

ring

spo

on.

No

CO

OK

ING

PIC

K-U

P-ST

ICK

SU

se e

ach

vege

tabl

e al

one

as a

sna

ck to

mak

e su

rech

ildre

n kn

ow th

e na

mes

: the

n us

e se

vera

l at o

nce

and

let t

he c

hild

ren

choo

se.

Scru

b fr

esh

vege

tabl

esth

e ch

ildre

n ca

n do

this

with

a b

rush

or

a pl

astic

scr

ubbe

r. C

ut in

to s

ticks

,us

ing

knif

e an

d, c

uttin

g bo

ard.

Dip

into

che

ese

dip,

.cr

eam

che

ese

or c

otta

ge c

hees

e th

inne

d w

ith m

ilk,

or s

our

crea

m. T

ry p

otat

oes,

zuc

chin

i or

othe

rsu

mm

er s

quas

h, c

arro

ts, c

eler

y, tu

rnip

s, c

auli-

flow

er, o

r ot

her

raw

veg

etab

les.

Cut

ting

boar

ds, ,

kniv

eti s

ervi

ngip

hote

:

BE

STPY

AV

AIL

AR

E

EL

EC

TR

IC C

RO

CK

ER

Y C

OO

KE

R O

RH

OT

PL

AT

E A

ND

HE

AV

Y S

AU

CE

PAN

FRIE

ND

SHIP

'SO

UP

If e

ach

of u

s do

es a

littl

e lo

ok w

hat w

e ca

ndo

!

Let

eac

h ch

ild w

ho c

an b

ring

afr

esh

or c

anne

d ve

ge-

tabl

e fo

r so

up. P

are

or s

crub

acc

ordi

ng to

wha

t the

vege

tabl

e is

. Dic

e an

d ad

d to

sea

sone

d be

efst

ock

toco

ok, a

ddin

g th

e ve

geta

bles

acc

ordi

ng to

the

time

they

nee

d to

coo

k. S

tock

can

be

mad

e fr

ombo

uillo

ncu

bes

or s

oup

bone

s.K

nive

s, c

uttin

g bo

ard,

can

ope

ner,

woo

den

stir

ring

spoo

n.

EL

EC

TR

IC S

KIL

LE

T O

RH

OT

PL

AT

E A

ND

SA

UC

EPA

h

QU

ICK

CA

BB

AG

EA

dd a

littl

e m

ore

wat

er, s

hred

ded

onio

n, a

ndha

veca

bbag

e so

up.

I he

ad c

abba

ge, s

hred

ded

2 bo

uillo

n cu

bes

wat

er to

cov

er c

abba

geSh

red

cabb

age,

letti

ng th

e ch

ildre

n ta

ke tu

rns

with

seve

ral s

hred

ders

or

grat

ers.

Dis

solv

e th

e bo

uillo

ncu

bes

in w

ater

in th

e sk

illet

, add

cab

bage

, and

coo

kun

til te

nder

. Be

sure

to h

ave

seve

ral g

rate

rs if

mor

eth

an f

our

or f

ive

child

ren

are

invo

lved

.G

rate

r or

shr

edde

r, s

tirri

ng s

poon

.

SOU

PS

Soup

s ar

e es

peci

ally

goo

d to

coo

k w

ith c

hild

ren

be-

caus

e th

ey n

ever

fai

l, tim

e an

d ex

act m

easu

rem

ents

are

net c

ritic

al, a

nd a

sm

all p

ortio

n ca

nbe

ser

ved

asa

"fir

st c

ours

e" a

s w

ell a

s a

snac

k.T

ry o

ut o

ne o

f th

e ne

w s

low

cee

lting

elec

tric

cro

cker

yco

oker

s if

you

can

get

one

. The

sou

p ca

n be

sta

rted

oned

ay, c

ook

alin

ight

, and

beT

eady

for

the

quic

ker

cook

ing

ingr

edie

nts

to. b

e ad

ded

the

next

mor

ning

.T

hese

dev

ices

als

o do

not

hav

e to

be

care

fUlly

wat

ched

. But

sou

pcan

be c

ooke

din

any

sort

of

a po

tju

st f

ollo

w d

irec

tions

..

EL

EC

TR

IC S

KIL

LE

T O

RR

OT

PL

AT

E A

ND

SK

ILL

ET

SAU

TE

ED

VE

GE

TA

BL

ES,

2 ca

ps s

hred

ded'

fre

ak v

eget

able

s3

tabl

espo

ons

butte

r or

coo

king

oil

Vi t

easp

oon,

sal

t

Shre

d, g

rate

, or

slic

e th

inly

a f

resh

veg

etab

le s

uch

asca

rrot

s, z

ucch

ini,

sum

mer

squ

ash,

pot

atoe

s, c

eler

y,or

cab

bage

.

Coo

k in

oil,

or

butte

r ju

st, u

ntil

done

, tur

ning

oft

en.

Salt

light

ly a

nd s

erve

. Veg

etab

les

prep

ared

this

way

cook

in a

ver

y sh

ort t

ime,

so

child

ren

don'

t hav

eto

ng to

wai

t.

Cut

ting

boar

d, g

rate

r or

shr

edde

r, k

nive

s, s

poon

or

spat

ula

for

turn

ing:

EL

EC

TR

IC C

RO

CK

ER

Y C

OO

KE

R O

RH

OT

PL

AT

E A

ND

SA

UC

EPA

N

SPL

IT P

EA

SO

UP

Vx

cup

drie

d sp

lit p

eas

2 qu

arts

wat

erI

med

ium

siz

ed o

nion

,, di

ced

1/2

cup,

cel

ery

leav

es, d

iced

I ca

rrot

, dic

edI

pota

to, d

iced

Salt

and

pepp

er

Soak

pea

s, in

wat

er o

vern

ight

. Add

oni

on, d

iced

,an

d co

ok u

ntil

peas

are

tend

er. A

dd m

ore

wat

er if

nece

ssar

y. S

easo

n w

ith, s

alt a

nd p

eppe

r. R

ich

milk

can

be a

dded

just

bef

ore

serv

ing.

Sm

oked

ham

or

aha

m b

one

may

be

cook

ed w

ith th

e pe

as.

If a

cro

cker

y co

oker

is, u

sed,

fol

low

the

dire

ctio

nsth

at c

ame

with

it.

Mea

suri

ng c

ups,

kni

fe a

nd c

uttin

g bo

ard;

ladl

e fo

rse

rvka

g.

22

RO

T P

LA

TE

,SA

UC

EPA

NB

ESM

AL

L S

KIL

LE

T

0A

VA

ILA

BL

E

CO

RN

CH

OW

DE

RB

ette

r th

an c

ocoa

on

a co

ld a

nd w

indy

day

.

1 11

-oun

ce c

an c

onde

nsed

crea

m o

f m

ushr

oom

sou

p1

#2 c

an (

21/2

cup

s) w

hole

-ker

nel c

orn

4 cu

ps m

ilk1

smal

l oni

on, s

liced

1 ta

bles

poon

fat

1/2

teas

poon

sal

tD

ash

of p

eppe

r

Bro

wn

onio

n in

hot

fat

. Com

bine

sou

p, c

orn,

and

milk

, add

oni

on. S

easo

n w

ith s

alt a

nd p

eppe

r an

dsi

mm

er 1

5 m

inut

es.

Mea

suri

ng c

ups

and

spoo

ns; w

oode

n sp

oons

for

stir

ring

, lad

le f

or s

ervi

ng.

No

CO

OK

ING

CE

LE

RY

SE

ED

CU

CE

RS

Chi

ldre

n ca

n pr

edic

t wha

t sha

pes

the

slic

es w

ill b

e

1 qu

art p

eele

d, s

liced

cuc

umbe

rs (

Thi

nly

slic

ed a

reni

ce, b

ut if

you

ng c

hild

ren

are

slic

ing,

med

ium

-to-

thin

are

per

fect

ly a

ccep

tabl

e.)

4 ta

bles

poon

s su

gar

2 ta

bles

poon

s ci

der

vine

gar

1 ta

bles

poon

sal

t1

tabl

espo

on c

eler

y se

ed

Add

sug

ar a

nd o

ther

ingr

edie

nts

to c

ucum

bers

ina

cove

red

cont

aine

r. R

efri

gera

te o

vern

ight

, stir

ring

once

to d

istr

ibut

e su

gar

and

seas

onin

gs. S

erve

as

asa

lad,

or

on w

hole

whe

at b

read

or

crac

kers

. Kep

t,re

frig

erat

ed, t

hese

cuc

umbe

rs w

ill k

eep

for

seve

ral

days

.

Veg

etab

le p

eele

r, k

nive

s, q

uart

con

tain

er, m

easu

r-in

g sp

oons

.

No

Coo

- K

INS

AL

FAL

FA S

PRO

UT

S

2 ta

bles

poon

s al

falf

a se

ed (

use

mor

e or

less

as

desi

red)

.

Plac

e in

a ja

r, c

over

with

wat

er a

nd s

oak

over

nigh

t.C

over

top

with

che

esec

loth

, dra

in o

ff w

ater

and

plac

e th

e ja

r on

its

side

with

a p

aper

tow

el o

ver

it to

cut o

ut th

e lig

ht. R

inse

twic

e a

day

and

drai

n w

ell.

On

the

thir

d or

fou

rth

day

expo

se to

the

light

. The

spro

uts

are

read

y to

eat

aft

er th

e fo

urth

or

fift

h da

y.Pu

t in

the

refr

iger

ator

to k

eep

fres

h. S

erve

as

a sa

lad

vege

tabl

e. E

spec

ially

goo

d w

ith a

yog

urt o

r so

urcr

eam

dre

ssin

g.

If a

lfal

fa s

eeds

are

not

ava

ilabl

e in

the

groc

ery

stor

e,tr

y a

seed

sto

re. T

he s

eeds

are

exp

ensi

ve, b

ut g

o a

long

way

. Thi

s is

a q

uick

way

to d

emon

stra

te p

lant

grow

th, a

nd a

void

the

frus

trat

ion

of h

avin

g pl

ants

spro

ut a

nd th

en d

ie, w

hich

oft

en h

appe

ns w

hen

vege

tabl

es a

re p

lant

ed in

door

s. O

bser

ve c

hang

esda

ily. M

ungb

eans

and

soy

bean

s ca

n al

so b

esp

rout

ed in

this

way

.G

lass

jar,

che

esec

loth

, pap

er to

wel

.

No

CO

OK

ING

PEA

SA

LA

DT

his

is a

hea

rty

sala

d, a

goo

d co

mbi

natio

n of

veg

e-ta

ble

and

prot

ein

for

lunc

h or

sup

per.

or

in b

etw

een.

1 #3

03 c

an p

eas

1 ha

rd c

ooke

d eg

g, c

hopp

ed1/

2 cu

p cu

bed

ched

dar

chee

se1/

2 cu

p di

ced

cele

ry1/

2 te

aspo

on s

alt

1/2

cup

may

onna

ise

(eno

ugh

to m

oist

en)

Gen

tly s

tir in

gred

ient

s to

geth

er, c

hill

anti

serv

e. C

anbe

eat

en, i

mm

edia

tely

.

Can

gope

nerc

uttin

gboa

rd, l

adve

s bo

wl,

mea

suri

ngcu

ps a

nd, s

poon

s.

Bre

ads

and

Cer

eals

OV

EN

,

EL

EG

AN

T G

RA

NO

LA

Try

this

as

a sn

ack.

or

as a

topp

ing

for

frui

t.

2/3

cup

sesa

me

seed

s1/

2 cu

p bl

anch

ed a

hnon

ds1/

2 cu

p sh

elle

d su

nflo

wer

see

ds,

'/s c

up b

utte

r or

mar

gari

necu

p ca

shew

scu

p co

conu

t1/

2 cu

p se

sam

e se

ed o

il4

cups

rol

led

oats

1/2

cup

hone

y3/

4 cu

p, c

urra

nts.

Toa

st s

eeds

and

nut

s in

mar

gari

ne in

the

oven

for

abou

t I'S

min

utes

.

Toa

st r

olle

d oa

ts, i

n oi

l the

sam

e w

ay.

Mix

toge

ther

.. ad

d ho

ney,

. cur

rant

s.. a

nd b

ake

atK

S- f

or T

OL

ES

min

utes

.

Coo

l., b

reak

into

pie

ces.

Mea

suri

ng c

ups,

larg

e ba

king

pan

s, s

poon

for

stir

ring

.

23

BE

ST C

OPY

AV

AIL

AB

LE

HO

T P

LA

TE

, OV

EN EA

SY G

RA

NO

LA

Old

er c

hild

ren

can

begi

n to

com

pare

pri

ces,

wei

ghts

.nu

trie

nts

with

the

high

ly a

dver

tised

rea

dy-t

o-ea

tce

real

s.

1 cu

p w

heat

ger

m1

cup

coco

nut

2 cu

ps r

olle

d oa

ts1

cup

sesa

me

seed

s1/

2 cu

p sa

lad

oil

1 cu

p w

ater

t/3 c

up h

oney

IA c

up b

row

n su

gar

1 ta

bles

poon

van

illa.

Hea

t tog

ethe

r sa

lad

oil,

wat

er, h

oney

, and

bro

wn

suga

r. A

dd v

anill

a an

d po

ur o

ver

othe

r-in

gred

ient

s.St

ir, p

our

into

jelly

rol

l or

roas

ting

pan.

and

bak

e 30

min

utes

at 3

75 °

. Coo

l, se

rve

as s

nack

, cer

eal,

or a

sto

ppin

g fo

r fr

uit.

Mea

suri

ng c

ups

and

spoo

ns, s

auce

pan,

jelly

roll

pan

or r

oast

ing

pan,

spo

onfo

r st

irri

ng.

OV

EN

OR

BR

OIL

ER

CH

EE

SED

BR

EA

D S

TIC

KS

Try

cut

ting

brea

d in

to v

ario

us s

hape

str

iang

les.

smal

ler

tria

ngle

s. s

quar

es, s

mal

ler

squa

res.

oblo

ngs.

Any

oth

ers?

?

Cut

who

le w

heat

bre

ad in

to s

trip

s. S

prea

d w

ithso

ften

ed b

utte

r, r

oll i

n gr

ated

Par

mes

an c

hees

e, a

ndto

ast l

ight

ly in

ove

n or

bro

iler.

For

ava

riat

ion,

rol

lin

ses

ame

seed

, pop

py s

eeds

, sea

sone

d sa

lts o

f va

ri-

ous

kind

s. O

r sp

read

slic

es, w

ith b

atte

r, s

prin

kle

with

the

seas

onin

gs.

Cut

ting

boar

d; k

nive

s, s

prea

ding

kni

ves.

OV

EN

PUM

PKIN

BR

EA

DT

he p

erfe

ct ja

ilow

-up

jet-

a tr

ip to

buy

pum

pkin

s.

1cu

ps h

oney

2/3

cup

corn

oil

4 eg

gs.

2 cu

ps c

ooke

d, s

trai

ned

pum

pkin

(ca

nned

may

beus

ed)

3 cu

ps w

hole

whe

at f

lour

1/2

teas

poon

clo

ves

2 te

aspo

ons

cinn

amon

1 te

aspo

on n

utm

eg1

teas

poon

sal

t1

teas

poon

bak

ing

pow

der

Shor

teni

ng to

gre

ase

pans

Bea

t with

an

egg

beat

er th

e ho

ney.

oil,

and

egg

mix

-tu

re. M

ix in

pum

pkin

.

Sift

toge

ther

the

dry

ingr

edie

nts

and

mix

into

the

pum

pkin

mix

ture

.

Gre

ase

and

tlour

two

5" x

9"

loaf

pan

s (o

rth

ree

smal

ler

ones

). P

our

batte

r in

pan

s an

d ba

ke a

ppro

x-im

atel

y on

e ho

ur a

t 325

°. T

urn

out o

f pa

n an

dco

ol.

Mea

suri

ng c

ups

and

spoo

ns, b

owls

, mix

ing

spoo

ns,

flou

r si

fter

, rub

ber

scra

per,

loaf

pan

s, e

ggbe

ater

.

HO

T P

LA

TE

JAPA

NE

SE S

ESA

ME

RIC

E B

AL

LS

2 cu

ps h

ot c

ooke

d ri

ce'/2

tsp.

sal

t1/

2 cu

p bl

ack

sesa

me

seed

s

Toa

st s

esam

e se

eds

in f

ryin

g pa

n. W

hen

they

pop

,ad

d sa

lt. C

ook

rice

acc

ordi

ng to

dir

ectio

ns. R

oll h

otri

ce in

to b

alls

. and

cov

er w

ith s

esam

e se

eds.

Mea

suri

ng c

ups

& s

poon

s,,s

auce

pan,

fry

ing

pan.

OV

EN

OR

EL

EC

TR

IC S

KIL

LE

T

CR

OU

TO

NS

A q

uick

and

eas

y w

ay to

use

up

slig

htly

sta

le b

read

.

842

slic

es w

hole

whe

at b

read

not f

resh

1 cu

p bu

tter

or o

leom

arga

rine

1 te

aspo

on s

alt

VT

teas

poon

sea

sone

d sa

lt, if

des

ired

Cub

e br

ead

on c

uttin

g bo

ard,

toss

ligh

tly w

ithm

elte

d bu

tter

and

seas

onin

g. B

ake

at M

O°

for

45m

inut

e,. ,

stir

ring

occ

asio

nally

, or

mix

and

stir

inel

ectr

ic s

kille

t on

lew

hea

t unt

il, c

risp

. Ser

ve w

arm

or

cold

. A c

risp

add

ition

or,

acc

ompa

nim

ent t

o sa

lads

,so

ups,

or

vege

tabl

es.

Mea

suri

ng c

up, s

poon

, kni

fe, c

uttin

g bo

ard.

OV

EN

OR

RO

AST

ER

PIZ

ZA

S JU

NIO

R S

IZE

DM

ore

expe

rien

ced

child

ren

can

mak

e pi

zza

from

scra

tch:

esp

ecia

lly a

fter

afie

ld tr

ip to

the

loca

l piz

zapa

rlor

.

Eng

lish

muf

fins

,cu

t its

hal

fro

man

s:ac

eC

ooke

d gr

ound

bee

fco

oked

bac

on, b

itsV

een

WW

1=Sl

ice&

asu

shre

ams

Gra

ted

chee

se

Let

eac

h ch

ild s

prea

d hi

s/he

r ow

n m

uffi

n ha

lf w

ithto

mat

o sa

uce

and

spri

nkle

any

of

a va

riet

y of

ingr

e-di

ents

on

top.

Sup

ply

enou

gh o

f ea

ch in

gred

ient

togi

ve th

e co

oks

an o

ppor

tuni

ty to

tast

e w

hile

cho

ices

,ar

e be

ingm

ade.

Bak

eat 4

50' f

or a

bout

10

min

utes

.Sp

rink

re w

ith g

rate

d ch

eese

and

ret

urn

to th

e ov

enun

til c

hees

e m

elts

.Sm

all b

owls

, spo

ons,

coo

kie

shee

t, kn

ives

can

open

er.,

24

BE

STE

LE

CT

RIC

GR

ILL

OR

GR

IDD

LE

ON

HO

T P

LA

TE

FLA

PJA

CK

ST

he p

ione

ersi

ncov

ered

wag

ons.

coul

dn't

carr

y ov

ens,

but t

hey,

had

bre

ad a

nyw

ay.

6 eg

gs1

cup

whi

te f

lour

1 cu

p, w

hole

whe

at f

lour

1 te

aspo

on s

alt

1 cu

p m

ilk1

cup

crea

m2

tabl

espo

ons

butte

rPe

etC

hild

ren

can

crac

k an

d be

at e

ggs.

1 c

up m

ilk a

nd 1

cull

crea

m a

nd 1

teas

poon

sal

t can

then

be

Milt

ed in

tobo

-whv

ithch

fldr

en ta

king

turn

s be

atin

g. T

hen

2 cu

psof

flo

ur a

nd 2

teas

poon

s of

the

grat

ed p

eel o

f an

oran

ge. 2

tabl

espo

ons

of m

elte

d bu

tter

are

adde

dne

xt. (

Som

e of

the

child

ren

can

help

mel

t but

ter

inpa

n on

low

fla

me.

) G

reas

ed s

kille

t is

then

hea

ted

and

panc

ake

batte

r po

ured

ont

o sk

illet

. Chi

ldre

n ea

u: f

lippa

ncak

es o

ver.

Try

ser

ving

with

coo

ked

frui

t and

cot

tage

che

ese

in-

stea

d of

the

usua

l syr

up.

Mix

ing

bow

l, ro

tary

bea

ter,

mea

suri

ng c

up a

ndsp

oons

, gra

ter,

flo

ur s

ifte

r, s

mal

l pan

for

mel

ting

butte

r, s

tirri

ng, s

poon

, pan

cake

turn

er.

AV

AIL

AB

LE

EL

EC

TR

IC S

KIL

LE

T O

RH

OT

PL

AT

E A

ND

SK

ILL

ET

FRE

NC

H T

OA

ST1

egg.

Vi c

up m

ilk1/

8 te

aspo

on s

alt

1/8

teas

poon

cin

nam

on1/

11 te

aspo

on v

anill

a4

slic

es o

f w

hole

whe

at. b

read

Bea

tegg

slig

htly

. Stir

in m

ilk, s

alt,

vani

lla, a

nd c

in-

nam

on..

Dip

bre

ad in

mix

ture

on,

bot

h si

des.

Fry

in1.

mel

ted

butte

r or

, oil

on b

oth

side

s.B

owl;,

egg

bea

ter

or f

ork,

;pan

cake

tam

er.

HO

T P

LA

TE

, GR

IDD

LE

, OR

OL

D S

TO

VE

LID

TO

RT

ILL

AS

Ano

ther

bre

ad f

rom

our

Sou

thw

est h

erita

ge.

Com

pare

with

the

corn

tort

illa.

4 am

sflo

ur1

tabl

espo

on b

akin

g po

wde

r2

teas

poon

s sa

lt4

tabl

espo

ons

lard

or

oil

1 to

VA

cup

s w

ater

(lu

kew

ard)

Mix

dry

ingr

edie

nts.

The

n ad

d la

rd o

r oi

l and

mix

until

cr.

:mbl

y. A

dd lu

kew

arm

wat

er a

nd b

lend

wel

l.K

nead

into

a b

ig b

all a

nd th

en d

ivid

e do

ugh

into

12

equa

l-si

zed

piec

es a

nd f

orm

into

bal

ls. C

over

with

acl

oth

and

let s

tand

abo

ut 1

5 m

inut

es. O

n lig

htly

flou

red

boar

d, p

at e

ach

ball

flat

and

rol

l out

into

aro

und

tort

illa,

8 in

ches

in d

iam

eter

. Coo

k on

a m

od-

erat

ely

hot u

ngre

ased

gri

ddle

unt

il go

lden

bro

wn

insp

ots,

turn

ing

once

and

bei

ng c

aref

ul n

ot to

brea

k ai

rbu

bble

s.M

easu

ring

etw

ands

poon

s, b

owl,

rolli

ng p

in, c

loth

,ro

iling

boa

rd.

HO

T P

LA

TE

, HE

AV

Y G

RID

DL

E O

RO

w S

TO

VE

LID

CO

RN

TO

RT

ILL

AS

Hav

e so

me

mat

ure

corn

ava

ilabl

e an

d le

t chi

ldre

nsh

uck

(or

husk

), s

hell,

and

try

to g

rind

.1

cup

boili

ng w

ater

1 cu

p co

rn m

eal

1 te

aspo

on s

alt

Gra

dual

ly a

dd b

oilin

g w

ater

to c

ornm

eal.

Stir

unt

ilth

ick.

Add

sal

t and

mix

wel

l. Sh

ape

into

thin

fla

tca

kes

and

bake

on

ungr

ease

d he

avy

grid

dle

until

brow

n on

eac

h si

de. T

hese

use

d to

be

bake

d on

hot

ston

es.

The

sha

ping

and

coo

king

of to

nilla

sso

they

, sta

y fl

atis

a r

eal a

rt. I

f yo

ucha

ve m

ot m

aste

red

it, p

erha

ps a

mot

her

of M

exic

an h

erita

ge c

ould

com

e to

sho

wev

eryo

ne h

ow.

Bow

l, m

ixin

rspo

on.

CO

RN

Spy

bust

er, a

nd e

atas

is o

r w

ith &

bit

of m

olas

ses

orso

rghu

m

Mix

, and

sif

t. to

geth

er3/

4 cu

p co

rn m

adI

cup,

flo

ur1/

4 cu

p, m

anse

s,3

teas

poon

s, b

akin

g, p

owde

r34

teas

poon

sak

Add

.114

cup

milk

1 eg

g w

ell b

eate

n2

tabk

spoo

ns s

hort

enbe

g, m

elte

d (C

an u

se b

utte

r,ba

con

fat,

chic

ken

lot)

,

Bak

e in

sha

llow

but

tere

d pa

n, 8

x 8

inch

es, a

t 425

degr

ees

for

20 m

inut

es.

Sift

er, m

easu

rbig

, cup

s &

spo

ons,

bai

dng,

pan

.

SOFF

Chi

kfre

n's

imag

inat

ions

take

flig

ht in

the

twis

ting

and

shap

ing

proc

ess.

1 an

der&

yea

stI%

cra

pe w

ane

wat

er1

teas

poon

sal

tta

bles

poon

, sug

ar4

cups

flo

urco

arse

sal

t

Soft

en y

east

in w

ater

. Mix

all

ingr

edie

nts

into

it a

ndkn

ead.

Giv

e ea

ch c

hild

a b

all o

f do

ugh

to r

oll a

ndtw

ist i

ntoa

ny s

hape

(A

lpha

bet l

ette

rs a

re f

un, f

or n

ewre

ader

s?)

Lay

on

grea

sed

cook

ie s

heet

s. B

rush

, with

beat

en e

gg a

nd s

prin

kle

with

coa

rse

salt

Bak

e in

425°

ove

n fo

r 12

to E

S m

inut

es.

Lom

e bi

nd, w

oode

n bo

ard

for

knea

ding

, lar

gesp

oon,

mea

suri

ng c

ups

ands

poon

sbak

e sh

eets

egg

beat

er. a

nd b

old.

25

MA

KA

BL

E11

1 O

VE

N

RY

E W

AFE

RS

Food

com

es f

rom

man

y ty

pes

of g

rain

rye.

oat

s.w

heat

, ric

e.

V2

cup

oleo

mar

gari

ne o

r bu

tter

1 cu

ps r

ye f

lour

3/4

cup

aiN

rurp

ose

floo

r1

teas

poon

bak

ing

pow

der

1 te

aspo

on, s

ugar

1/2

teas

poon

, sal

t2

teas

poon

s cu

min

see

d1/

2 cu

p m

ilk

In m

ixin

g bo

wl,

com

bine

all

ingr

edie

nts

and

mix

until

sm

ooth

. Chi

ll 1

hour

. Rol

l on

light

ly f

lour

edbo

ard

until

, ver

y th

in. C

ut in

3"

x 2"

rec

tang

les

orin

any

sha

pe w

ith k

nife

or

past

ry w

heel

. Bak

e on

baki

ng s

heet

s in

375

° ov

en 8

to 1

0 m

inut

es o

r un

tilbr

owne

d. M

akes

abo

ut 4

doz

en c

rack

ers.

Bow

l, la

rge

spoo

n, m

easu

ring

cup

s an

d sp

oons

,ro

iling

pin

, fin

ned

boar

d, k

nife

, bak

ing

shee

ts.

EL

EC

TR

IC S

KIL

LE

T o

nH

OT

PL

AT

E A

ND

DE

EP

CA

ST I

RO

N S

KIL

LE

T

AM

ER

ICA

N I

ND

IAN

FR

Y B

RE

AD

For

olde

r ch

ildre

n to

do.

One

ofo

ur h

erita

ge w

ays

ofm

akin

g br

ead.

2 cu

ps, f

lour

I te

aspo

on s

alt

2 te

aspo

on b

akin

g po

wde

r1/

2 cu

p dr

ied

min

k1

tabl

espo

on s

ugar

If d

esir

edA

bout

1 c

up w

arm

wat

erM

ix a

ll in

gred

ient

s. P

at o

ut in

to 8

to 9

) in

ch c

ircl

esab

out W

inch

lhic

k =

neur

al b

oar&

Ft q

uick

ly in

hotla

tunt

itnic

ely

brow

ned.

Fat

sho

uld

be ji

rst.3

.-,ii

owth

esm

okin

gpoi

nt D

ough

that

is, k

nead

ed to

o m

uch,

or, o

verh

andl

ed w

ill te

nd to

mak

e to

ugh

brea

d.M

easu

ring

,, cu

ps a

nd s

poon

s, b

owl,

kniv

es, f

orks

.

,H

OT

- PL

AT

E

HO

NE

Y W

HO

LE

'WH

EA

T B

RE

AD

Bak

ing

brea

d is

a g

rand

occ

asio

n fo

r th

ose

cook

ing

and

eatin

g w

icl!

chi

ldre

n. T

he y

oung

ster

san

d yo

uw

ill n

eveb

forg

et it

! T

his

is th

e tim

e to

cal

l in

volu

ntee

rspo

ssib

ly in

-sh

ifts

.-

Gen

erou

sly

grea

se tw

o br

ead

pans

3 cu

ps w

hole

whe

at f

lour

1/2

cup

nonf

at d

ry m

ilk1

tabl

espo

on s

alt

2 pa

ckag

es a

ctiv

e dr

y ye

ast

Com

bine

the

abov

e in

larg

e m

ixer

bow

l

3 cu

ps w

ater

cup

hone

y2

tabl

espo

ons

cook

ing

oil

Hea

t in

sauc

epan

ove

r lo

w b

eat u

ntil

war

m.

Put w

arm

(no

t hot

) liq

uid

over

flo

ur m

ixtu

re.B

lend

at lo

w s

peed

1 m

inut

e, m

ediu

m s

peed

2 m

inut

es (

orm

ix b

y ha

nd f

or 5

min

utes

.) B

y ha

nd s

tir in

I c

up a

ddi-

tiona

l who

le w

heat

flo

ur a

nd 4

to 4

1/2

cups

all

purp

ose

flou

r. K

nead

on

flou

red

surf

ace,

abo

ut 5

min

utes

.Pl

ace

doug

h in

gre

ased

bow

ls, c

over

, let

ris

e 45

to 6

0m

inut

es u

ntill

ight

and

,dou

bled

in b

ulk.

Pun

ch d

own

doug

h; d

ivid

e in

hal

f. S

hape

eac

h ha

lf in

to a

loaf

by

rolli

ng th

e do

ugh

out t

o a

14 x

7 in

ch r

ecta

ngle

. Sta

rt-

ing

with

7 in

ch s

ide

roll

up je

lly-r

oll f

ashi

on. P

lace

ingr

ease

d pa

n. C

over

loav

es; l

et r

ise

30 to

45

min

utes

until

ligh

t and

dou

bled

. Bak

e at

375

° fo

r 40

to 4

5m

inut

es u

ntil

loaf

sou

nds

hollo

w w

hen

lig,h

tlyta

pped

. Rem

ove

from

pan

; coo

l on

wir

e ra

ck b

efor

esl

icin

g. M

akes

2 lo

aves

.

Bor

dir,

sabI

ngsp

oons

,ibre

adpa

ns, ,

mea

suri

zign

cups

.an

dspo

ons,

riiii

er.

Mea

t and

Egg

) D

ishe

s.E

LE

CT

RIC

SK

ILL

ET

OR

HO

T P

LA

TE

AN

D F

RY

ING

PA

N

EG

GSI

N A

NE

STeg

g' f

or e

ach

pers

onI'

Ace

of

brea

d fo

r ea

ch p

erso

nli

tabl

espo

on m

arga

rine

or

oil

pinc

h of

sal

tC

ut a

cir

cle

out o

f a

slic

e of

bre

ad. H

eat m

arga

rine

or

Odi

n a.

. ski

llet.

Plac

e th

e br

ead

slic

e, m

inus

the

circ

le,

in th

e m

arga

rine

. ,cr

ack

egg

and

drop

it in

to th

eop

enin

g. S

aute

gen

tly u

ntil

firm

, tur

n an

d sa

ute

the

othe

r si

de. S

alt l

ight

ly a

nd s

erve

. The

cut

-out

cir

cle

can

be b

row

ned

light

ly in

the

mar

gari

ne a

t the

sam

etim

e.C

ircu

lar

cook

ie c

utte

r, s

patu

la.

liar

PLA

TE

AN

D F

RY

ING

PA

N.

OR

EL

EC

TR

IC S

KIL

LE

T

CH

ILI

CO

N C

AR

NE

.A

goo

d cl

ass

proj

ect f

or a

col

d m

idw

inte

r da

y.I

poun

d gr

ound

bee

fI

smal

l oni

on c

hopp

ed2

cans

, tom

ato

soap

dilu

ted

with

2 c

ans,

of

wat

erte

aspo

on)

chili

pow

der

teas

poon

ano

des

I te

aspo

on s

alt

11 N

o:. 2

114

can

kidn

ey b

eans

Bro

wn

mea

t and

oni

on. A

dd to

mat

o so

up,.

wat

er,

and

spic

es. S

imm

er u

ntil

mea

t is

wel

l coo

ked.

Add

kidn

ey b

eans

, unt

il he

ated

..M

easu

ring

spo

ons.

, can

ope

ner,

, stir

ring

; spo

on..

26

AV

AR

AB

LE

EL

EC

TR

IC S

KIL

LE

T O

RH

OT

PL

AT

E A

ND

FR

YIN

G P

AN

WIT

H C

O V

ER

SUK

IYA

KI

(Jap

anes

e)Se

rve

with

Ses

ame

Ric

e B

alls

(p.

23)

I ch

icke

n or

I %

pou

nds

beef

1 ta

bles

poon

sho

rten

ing

1 la

rge

onio

n, s

liced

1 N

o. 2

can

bam

boo

shoo

ts1/

3 cu

p su

gar

3/$

cup,

soy

sau

ce34

cup

hot

wat

er a

nd m

ushr

oom

liqu

id3/

4 cu

p m

ushr

oom

s, s

liced

4 to

5 g

reen

oni

ons,

slic

ed p

lus

onio

n to

pspo

ur..s

. or

I N

o 2

can

bean

spr

outs

1 to

fu, c

ubed

Cut

mea

t int

o bi

te-s

ize

piec

es a

nd c

ook

in h

ot s

hort

-en

ing

or c

hick

en f

at. A

dd o

nion

s, b

ambo

o sh

oots

cut

in s

trip

s, s

ugar

, sca

r sa

uce,

and

hal

f of

the

liqui

d.A

llow

to s

imm

er g

ently

for

abo

ut 5

min

utes

. Add

mus

hroo

ms.

gre

en o

nion

s, b

ean

spro

uts,

and

rem

aind

er o

f liq

uid.

Add

tofu

and

coo

k fo

r se

vera

lm

inut

es. S

erve

imm

edia

tely

.Y

ield

: 6 s

ervi

ngs.

Var

iatio

ns: W

ater

cres

s, g

reen

pep

pers

, tom

atoe

s,ca

rrot

s. tu

rnip

s, o

r gi

nger

juic

e m

ay b

e ad

ded.

Tof

uis

soy

bean

cur

d, a

whi

te c

hees

e-lik

e pr

otei

n pr

ecip

i-ta

ted

from

the

soyb

eans

and

then

usu

ally

pre

ssed

into

3 in

ch c

ubes

. (Y

ou c

an b

uy it

at J

apan

ese

food

stor

es. T

his

may

be

omitt

ed).

Kni

ves,

cut

ting

boar

d, s

tirri

ng s

poon

.

SMA

LL

CH

AR

CO

AL

GR

ILL

,H

IBA

CH

I. O

R B

RO

ILE

RD

iSE

,;

0B

SFu

n to

do,

out

door

s.Pu

t cub

es, o

f ch

eese

, pin

eapp

le, p

itted

oliv

es, p

itted

prun

es, o

r ot

her

frui

ts o

r ve

geta

bles

on

a sk

ewer

or

woo

den

stic

k. W

arm

on

the

grill

or

in a

bro

iler.

Skew

ers.

NO

CO

OK

ING

TU

NA

SA

LA

DSe

rve

as a

sal

ad o

r as

a s

prea

d fb

r sa

ndw

iche

s or

crac

kers

.1

6% o

z. c

an tu

n:, d

rain

ed,

1 ha

rd c

ooke

degg

, cho

pped

% c

up d

iced

cel

ery

'/2 c

up m

ayon

nais

e (e

noug

h to

moi

sten

)M

ix in

gred

ient

s, c

hill

and

serv

e. S

alm

on, f

lake

dan

d bo

ned,

may

als

o be

use

d.C

an o

pene

r, c

uttin

g bo

ard,

kni

ves,

bow

l, m

easu

ring

cups

and

spo

ons.

Bot

h tu

na s

alad

and

pea

sal

ad g

ive

oppo

rtun

ities

topr

actic

e cu

tting

with

a k

nife

. If

child

ren

are

goin

g to

help

coo

k th

ey n

eed

to k

now

how

to d

o th

is c

or-

rect

ly. T

he f

irst

ess

entia

l is

a cu

tting

boa

rd. i

f a

piec

e of

har

dwoo

d is

not

ava

ilabl

e, o

ne c

an b

e im

-pr

ovis

ed u

sing

sev

eral

laye

rs o

f ne

wsp

aper

s co

vere

dw

ith a

pie

ce o

f w

axed

pap

er. I

f yo

u ar

e no

t fam

iliar

with

the

cutti

ng te

chni

ques

des

crib

ed b

elow

,pr

actic

e at

hom

e un

til th

e te

nden

cy to

pic

k up

apa

ring

kni

fe a

nd d

raw

the

blad

e to

war

d yo

u, h

old-

ing

the

vege

tabl

e or

fru

it in

the

othe

r ha

nd, i

s ov

er-

com

e.Pl

ace

the

food

to b

e cu

t fla

t on

the

cutti

ng b

oard

.R

ound

ed f

oods

can

hav

e a

slic

e cu

t off

the

botto

m to

give

a s

olid

sur

face

. Hol

d th

e fo

od w

ith th

e fi

rst t

wo

fing

ers.

Pla

ce th

e ho

ldin

g ha

nd o

n th

e fo

od s

o th

atth

e fi

rst t

wo

fing

ers

pres

ent a

'ver

tical

gua

rd w

all t

oth

e si

de f

ace

of th

e kn

iff.

.s. T

he f

inge

rtip

s ar

e tu

cked

unde

rnea

th h

elpi

ng to

bol

d th

e f

0 0

u . T

he h

oldi

ngha

nd g

radu

ally

mov

es b

ack

as th

e kn

ife

adva

nces

.T

his

is a

wkw

ard

for

man

y ad

ults

at f

irst

, but

ism

uch

safe

r. I

t is

esse

ntia

l tha

t chi

ldrn

cut

this

way

for

safe

ty's

sak

e.R

ecom

men

datio

ns c

once

rnin

g kn

ives

var

y. S

ome

peop

le s

ay o

nly

blun

t kni

ves

shou

ld b

e us

ed, b

ut it

isim

poss

ible

to c

ut m

any

food

s w

ith b

lunt

kni

ves.

Goo

d: q

ualit

y pa

ring

kni

ves

can

be u

sed

by m

ost

four

-yea

r-ol

ds a

nd u

p. if

,pro

perl

y su

perv

ised

. Som

epe

ople

use

hig

h qu

ality

pla

stic

kni

ves.

The

supe

rvis

ion

and

the

care

in te

achi

ng th

e ch

ildre

nho

w to

use

the

tool

act

ually

det

erm

ine

the

safe

ty.

HO

T P

LA

TE

AN

D S

AU

CE

PAN

EG

GSA

LA

D4

hard

-coo

ked

eggs

. cho

pped

V c

up d

iced

1 ce

lery

tabl

espo

on c

hopp

ed p

imen

to,

Vzt

cap

may

orm

ahr

1 te

aspo

on s

alt

V. t

easp

oon

pepp

erC

ombi

ne a

ll in

gred

ient

s. M

akes

eno

ugh

sala

d fo

r 4

sand

wic

hes,

or

a ge

nero

us b

owl o

f di

p. F

or v

arie

ty,

add

% c

up c

hopp

ed o

lives

. Om

it sa

lt.C

uttin

g bo

ard,

kni

ves

mea

surh

qg c

ups

and

spoo

ns.

HO

T P

LA

TE

SCR

AM

BL

.DE

GG

SW

hene

ver,

a r

ecip

e ca

lls je

t bre

akin

g eg

gsbe

sur

eto

allo

w th

e ch

ildre

n to

do

it T

hey

can!

3 eg

gsta

bksp

oon

milk

Iii i

& te

aspo

on s

alt

ista

bles

poon

but

ter

Mel

t but

ter

in s

kille

t.. B

eat e

ggs

until

whi

tes

and

yolk

s ar

e m

ixed

. Add

sal

t and

milk

. Pou

r in

ski

llet

and

stir

unt

il se

t.E

gg, b

eate

r,, h

awk,

sId

llet s

poon

.

No

CO

OK

ING

POR

CU

PIN

ES.

A g

ood

way

to le

arn

"hal

fC

ut o

rang

e or

app

le in

hal

f,. o

ne h

alf

for

each

chi

ld.

flav

eava

ilabl

erm

ailc

ubes

ofco

ldle

ftov

er m

eat,.

col

dcu

ts,.

chee

se,,

cher

ry to

mat

oes,

or

othe

r ve

geta

bles

.C

hild

ren

sele

ct w

hat t

hey

wan

t,, p

at o

ne o

r tw

o bi

tes.

on a

toot

hpic

k,. a

nd s

tick

in th

e fr

uit.

All

sort

sof

crea

tions

emer

ge...

Let

eac

h ch

ild m

ake

his

own,

or

asm

all g

roup

can

pre

pare

eno

ugh

for

ever

yone

. Eat

the

froi

t tom

Som

e ei

ldre

n. li

ke th

is b

ette

r th

an a

mea

t or

chee

se s

andw

ich.

. Old

erch

ildre

n ca

n us

eth

ew

hop

oran

ge o

r ap

ple,

and

mak

e "s

atel

lites

.'C

luin

g be

er*,

inbr

esi,

27

li

AV

AIL

AB

LE

.

Milk

Pro

duct

sN

o C

OO

KIN

GB

UT

TE

RW

hen

the

glob

ules

of

fat u

nite

and

bec

ome

visi

ble,

the

crea

m is

sai

d to

"br

eak"

. Not

e th

e ph

ysic

alch

ange

sfr

om. l

iqui

d to

sol

id, f

rom

whi

te to

yel

low

.T

ell t

he c

hild

ren,

"C

ream

has

but

terf

at in

it b

ut y

ouca

n't s

ee it

bec

ause

the

piec

es a

re s

o tin

y. W

hen

we

shak

e it.

they

rub

aga

inst

one

ano

ther

and

join

toge

ther

and

beco

me

bigg

erth

en a

ll th

e fa

t com

esto

geth

er.-

'pin

t whi

ppin

g cr

eam

salt

Chi

ll w

hipp

ing

crea

m u

ntil

day

of u

se. T

ake

the

crea

m f

rom

the

refr

iger

ator

and

let i

t com

e to

roo

m.

tem

pera

ture

. Pou

r in

to a

jar

and

tight

en th

e lid

. Let

the

child

ren

take

turn

s sh

akin

g th

e ja

r un

til th

eba

tter

form

s. T

hen

pour

off

the

butte

rmilk

and

add

the

salt,

iff.

des

ired

. Spr

ead

on c

rack

ers

and

tast

e.T

rans

pare

nt ja

r (w

ith, t

ight

lid)

PAR

TIA

L C

OO

KIN

GH

OT

PL

AT

E, S

AU

CE

PAN

CU

RD

S A

ND

WH

EY

Thi

s is

tric

ky. M

aste

r th

e te

chni

que

at h

ome

rust

.Po

ur a

car

ton

of m

ilk in

to a

aa

it co

ntai

ner

and

let i

t sit

at r

oom

, tem

pera

ture

unt

il it

sour

s. L

et it

turn

to s

emi-

solid

cla

bber

. Sca

ld. (

butd

onot

boi

l). I

tw

ilt s

epar

ate

into

sol

id c

urds

, and

liqu

id w

hey.

To

mak

e co

ttage

che

ese,

pou

r in

to a

col

ande

r or

bag

,dr

ain

off

whe

y,, a

nd a

dd s

ome

crea

m.

Tra

nspa

rent

con

tain

er, s

auce

pan,

mix

ing

spoo

n,co

land

er.

HO

T P

LA

TE

BA

SIC

:CH

EE

SEiD

IP1/

4 cu

p, M

ilkI

poun

dehe

ese

cut i

nto

cube

s'A

teas

poon

, ,th

y m

usta

rd,

1/4

teas

poon

, Wor

cest

ersh

ire

sauc

e1/

2 te

aspo

on p

apri

ka1

teas

poon

sal

tM

elt c

hees

e in

the

milk

in th

e to

p of

a d

oubl

e bo

iler.

or in

a p

an o

ver

very

low

hea

t,st

irri

ng c

onst

antly

.A

dd s

easo

ning

s. S

erve

war

m a

s a

fond

ue ty

pe d

ip f

orto

ast o

r to

rtill

as. S

erve

col

d as

a d

ip f

or v

eget

able

s or

crac

kers

.O

ther

sea

soni

ngs

(or

few

er)

can

be u

sed.

Try

add

ing

bits

of

pim

ient

o. b

its o

f ba

con,

or

pars

ley.

Thi

s di

pw

ill k

eep

for

seve

ral d

ays

in th

e re

frig

erat

or.

Dou

bleb

oile

r or

sau

ce p

an, k

nife

, spo

on, m

easu

ring

cup.

No

CO

OK

ING

SNO

W C

RE

AM

Star

t with

a la

rge

bow

l of

snow

Is

ther

e m

ore

or le

ssw

hen

you'

re f

inis

hed?

Is

it th

e sa

me

colo

r? S

ame

tast

e?M

ix f

resh

ly f

alle

n cl

ean

snow

with

sug

ar a

littl

e m

ilkor

"ha

lf &

hal

f' an

d va

nilla

. The

am

ount

sne

eded

vary

. You

and

the

child

ren

tast

e un

til it

is ju

st r

ight

.Se

rve

at o

nce.

Lar

ge m

ixin

g bo

wls

, mir

ing

spoo

ns.

BL

EN

DE

R

BA

NA

NA

11. S

HA

KE

Her

e is

the

bana

na, a

nd th

en it

s go

ne!!

Or

is it

?1

ripe

med

htm

lum

ens

1 cu

p m

ilk (

eith

er s

kim

or

who

le)

1 te

aspo

on h

oney

1/4

teas

poon

, nut

meg

Put f

irst

thre

e in

gred

ient

s, in

ble

nder

with

: ene

cup

ice

cube

s an

d w

hip

30' s

econ

ds. P

our

into

gla

sses

,du

st w

ith. n

utm

eg a

nd' s

erve

it o

nce.

For

a h

eart

ier

drin

k, a

dd a

n eg

g an

d /o

r va

nilla

ice

crea

m.

Mea

smin

genp

s an

d4po

ons.

CZ

)

cal>

Jelli

es, R

elis

hes,

and

Pean

ut B

utte

rPE

AN

UT

BU

TFE

R5V

GG

EST

ION

S

Pean

ut b

utte

r, is

a c

hild

ren'

s fa

vori

te. a

nd th

ey a

resu

re to

enjo

y pr

epar

ing

som

e va

riat

ions

. Try

som

e of

thes

e if

you

serv

e br

eakf

ast o

r an

ear

ly m

orni

ng h

igh

prot

ein

snac

k

1. P

eanu

t but

ter

and

slic

ed b

anan

as, p

ears

, or

oran

ges.

2. P

eanu

t but

ter

and

chop

ped,

dat

es, s

eedl

ess

rai-

sins

or

figs

_3.

Pea

nut b

utte

r,. ;

rate

d ca

rrot

, and

see

dles

sra

isin

s_in

s.4.

Pea

nut b

utte

r an

d w

ater

cres

s.5.

Pea

nut b

utte

r an

d pi

ckle

rel

ish

or s

liced

oliv

es.

6,-

Pean

ut b

utte

r cr

eam

che

ese,

. and

ora

nge

mar

-m

alad

e.7.

Pea

nut b

utte

r an

d sl

iced

tom

atoe

s. o

r ch

oppe

d.ce

lery

.&

Pea

nut b

utte

r an

d cr

isp,

. cho

pped

bac

on.

9- S

prea

d pe

anut

but

ter

on h

ot b

iscu

its, m

uffi

ns,

or w

affl

es.

M..

Spre

ad p

eanu

t but

ter

on v

anill

a co

okie

s or

grah

am c

rack

ers-

H. A

nts

on a

tog

Fill

cele

ry s

ticks

with

pea

nut

butte

r- P

lace

a f

eser

aisi

iison

the

pean

ut b

utte

r.M

ake

sure

chi

ldre

n un

ders

tand

the

reas

on f

orth

e na

me!

'I2

. St

uff

date

s, p

rune

s, f

igs,

or

drie

d ap

rico

ts w

ithpe

anut

but

ter.

21

BE

ST C

OPY

AV

AIL

AB

IE

NO

CO

OK

ING

CR

AN

BE

RR

Y-O

RA

NG

E R

EL

ISH

A n

ice

addi

tion

to a

Chr

istm

as o

r T

hank

sgiv

ing

feas

t. (o

r ju

st to

spr

ead

on w

heat

or

rye

crak

cers

).Fr

eeze

bef

ore

grin

ding

, and

they

'will

dri

p le

ss_

I pa

ckag

e fr

esh

cran

berr

ies

(4 c

ups)

2 or

ange

s (q

uart

ered

and

see

ded)

2' c

ups

suga

r

Put c

ranb

erri

es a

nd o

rang

es th

roug

h a

food

gri

nder

.A

dd th

e su

gar

and

stir

wel

l. C

hill

seve

ral h

ours

.Fo

od g

rind

er, m

easu

ring

cup

s. m

ixin

g bo

wl.

S0

DB

UT

TE

RS

A v

arie

ty o

f se

ason

ed b

utte

rs, w

hich

chi

ldre

n ca

nbl

end

and

spre

ad th

emse

lves

, tur

n m

elba

toas

t or

"bre

ad 'n

but

ter"

into

som

ethi

ng s

peci

al. T

hey

can

also

incr

ease

sen

sitiv

ity to

the

subt

le ta

stes

and

flav

ors

of th

e w

onde

rful

wor

ld o

f he

rbs,

spi

ces,

and

flav

ors.

Exa

ct p

ropo

rtio

ns a

re n

ot im

port

ant,

but t

he f

lavo

rssh

ould

not

be

stro

ng. A

ligh

t tou

ch w

ith d

ried

her

bsis

esp

ecia

lly im

port

ant.

Mix

but

ter

with

par

sley

, chi

ves,

cel

ery,

or

mix

edhe

rbs.

Mix

but

ter

with

lem

on ju

ice,

Wor

cest

ersh

ire

sauc

e,or

a b

it of

dry

or

prep

ared

mus

tard

.M

ix b

utte

r w

ith a

bit

of g

rate

d ch

eese

, cat

sup,

or

chili

sau

ce.

Mix

but

ter

with

pop

py s

eeds

, ses

ame

seed

s, o

r ce

lery

seed

s, o

r sp

rink

le th

ese

over

the

butte

red

brea

d.E

spec

ially

goo

d if

hea

ted

for

a fe

w m

inut

es.

Mix

but

ter

with

gra

ted

oran

ge o

r, le

mon

, pee

l.

Soft

en b

utte

r or

mar

gari

nes

by le

tting

it c

ome

toro

om te

mpe

ratu

re.

Sina

ltbow

loan

dist

urd3

ri s

poon

oare

the

only

+

nee"

-"

....=

;

HO

T P

LA

TE

, LA

RG

E S

AU

CE

PAN

GR

AIP

EJE

LL

Y

Chi

ldre

n ca

n br

ing

smal

l jar

s or

juic

e gl

asse

s fr

omho

me.

Thi

s ex

peri

ence

is f

or o

lder

chi

ldre

n.

2 cu

ps c

anne

d or

bot

tled

juic

e3%

cup

s su

gar

1/2

bottl

e fr

uit p

ectin

Add

exa

ct a

mou

nt o

f su

gar

to th

e ju

ice

and

mix

wel

l.Pl

ace

over

hig

hltie

at a

nd b

ring

to a

boi

l, st

irri

ng c

on-

stan

tly. A

t onc

e st

ir in

pec

tin. T

hen

brin

g to

a f

ull

rolli

ng b

oil,

an b

oil h

ard

for

1 m

inut

e st

irri

ng c

on-

stan

tly. R

emov

elfr

om h

eat,

skim

off

foa

m w

ith m

etal

spoo

n an

d po

ur je

lly in

to g

lass

es. S

eal w

ith p

araf

fin.

Mea

suri

ng c

ups

and

spoo

ns, w

oode

n sp

oon

for

stir

-ri

ng, m

etal

spo

on f

or s

kim

min

g.

No

CO

OK

ING

NA

MA

SU (

Japa

nese

Cuc

umbe

r Sa

lad)

(Nal

i-m

ah'-s

oi)

Chi

ldre

n in

Haw

aii e

njoy

mak

ing

this

sal

ad.

3 cu

ps v

ery

'thin

ly s

liced

cuc

umbe

rsV

2 te

aspo

on s

alt

1 te

aspo

on, f

inel

y ch

oppe

d gi

nger

roo

t (or

pow

dere

dgi

nner

):4

cup

Jap

anes

e or

whi

te v

ineg

ar2

tabl

espo

ons

suga

r

Part

ly p

eel c

ucum

bers

leav

ing

stri

ps o

f gr

een.

and

slic

e th

in. A

dd s

alt t

o cu

cum

bers

and

let s

tand

for

IS

min

utes

. Com

bine

rem

aini

ng in

gred

ient

s. P

ress

exce

ssliq

uidf

ronr

cucu

mbe

rson

dodt

ho s

auce

. Chi

llan

d se

rve

as a

rel

ish.

Yie

ldc

6 se

rvin

gs. S

omet

imes

thin

ly s

liced

mus

hroo

mso

rear

rots

are

add

ed to

this

relis

h.

.1If

idfr

;,veg

etri

blel

peel

er,,b

owkp

oper

tow

ek.

Hoy

PtA

TE

APP

LE

BU

FFE

RW

W1-

the

appl

e bu

tter

is c

ooki

ng. h

ave

som

e of

the

cook

s sc

rub

out 1

5 ba

by' f

ood

jars

.

4 po

unds

tart

app

les

2 c

appl

e ci

der,

, cid

er v

ineg

ar, o

r w

ater

Coo

k th

ese

ingr

edie

nts

until

sof

t. Pu

t thr

ough

asi

eve

or f

ood,

mill

. Mea

sure

. Add

:

1/2

cap

suga

r fo

r ea

ch c

up, o

f pu

lpIA

teas

poon

sal

t2

teas

poon

s ci

nnam

onI

teas

poon

clO

ves

Vit,

teas

poon

alls

pice

'I

lem

on, (

grat

ed r

ind

man

atee

)

Cov

er a

nd c

ook,

ove

r lo

w h

eat u

ntil

the

suga

r di

s-so

lves

:. U

ncov

er a

nd c

ook

quic

kly,

stir

ring

con

-st

antly

so

that

the

appl

e bu

tter

will

not

stic

k an

dbu

rn. C

ook

until

it is

thic

k an

d sm

ooth

whe

n yo

ute

st it

by

spoo

ning

a b

it on

to a

col

d pl

ate.

Hea

vy s

auce

pan

or D

utch

, ove

n w

ith c

over

, kni

ves

and

even

ing

hear

th, m

easu

ring

cup

s an

d sp

oons

,:si

eve

(tar

ge))

or

food

mill

, woo

den

stir

ring

spo

on,

grat

es-,

lem

on la

ce.

No

CO

OK

ING

pow

urds

urno

t

11/2

tabl

espo

ons

vege

tabl

e oi

lIs

cup,

pea

nuts

teas

poon

sal

t

Hav

e th

e ch

ildre

n hu

ll pe

anut

sal

low

ext

ra f

orta

stin

g! P

ut in

gred

ient

s in

toan

ele

ctri

c bl

ende

r, a

ndbl

end

tode

sire

d sm

ooth

ness

. Add

mor

e oi

l if

nece

s-sa

sy. P

rovi

de p

last

ic k

nive

s an

d cr

acke

rs.

Ble

nder

onea

sim

ing

cups

& s

poon

s, r

ubbe

rscr

aper

.

0Il

llAttA

BL

E

Man

y of

the

frui

ts o

r m

ilk d

ishe

s m

ake

idea

l des

sert

s.

No

CO

OK

ING

HO

NE

YI

BA

LL

SE

asy

and

good

One

cla

ss m

ade

thes

e af

ter

a vi

sit

from

the

'Bee

Lad

y" w

ho b

roug

ht s

ome

hive

s an

deq

uipm

ent.

Wor

k in

sm

all g

roup

s so

eve

ryon

e ge

tsin

volv

ed.

3 ta

bles

poon

s ho

ney

1/4

cup'

pea

nut b

utte

r1/

2 cu

p no

n-fa

t dry

milk

1/4

cup

crus

hed

who

le w

heat

fla

kes

Smol

t am

ount

of

butte

rB

lend

hon

ey w

ith p

eanu

t but

ter.

Gra

dual

ly w

ork

indr

y m

ilk, m

ixin

g w

ell.

Gre

ase

hand

s an

d fo

rmm

ixtu

re in

to s

mal

l bal

ls. R

oll i

n cr

ushe

d w

heat

flak

es. C

hill

serv

eral

hou

rs o

r ov

erni

ght.

Try

this

var

iatio

n:V

s cu

p w

heat

ger

mV

s cu

p ho

ney

1/4

cup

pean

ut b

utte

s1/

4 cu

p)no

n-fa

t dry

, milk

2 cu

ps c

erea

llfilk

esM

ix a

nds

roll

into

hal

ls. Y

ou c

an a

lso'

add

nut

s,co

conu

t,, o

atm

eal,

and

seed

s.B

ows

mix

ing

spoo

ns.

No

CO

OK

ING

OV

EN

PAIN

T B

RU

SBC

OO

KIE

SG

ood

to h

ang

on a

Chr

istm

as tr

ee!

Use

abo

ve s

ugar

coo

kies

rec

ipe.

Rol

l 1/2

" th

incu

tou

t (us

ing

cook

ie c

utte

rs)

and

plac

e on

coo

kie

shee

t.A

dd th

e fo

llow

ing

pain

t bef

ore

baki

ng: B

lend

I e

ggyo

lk a

nd 1

/4 te

aspo

on w

ater

with

foo

d co

lori

ng in

acu

p. (

Mak

e as

man

y cu

ps a

s co

lors

des

ired

.) U

sesm

all p

aint

bru

shes

or

cotto

n sw

abs

to p

aint

coo

kies

_(A

dd w

ater

if p

aint

dri

es.)

Bak

e 40

0 de

gree

s fo

r 6-

8m

inut

es.

OV

EN

GIN

Ga

MA

N C

OO

KIE

SM

akin

g th

ese

will

bri

ng th

e st

ory

of th

e gi

nger

brea

dm

an to

life

.2/

3 cu

p sh

orte

ning

1/4

cup

brow

n' s

ugar

2 te

aspo

ons

ging

er1

teas

poon

cin

nam

onI/

4 te

aspo

on c

love

s11

/2 te

aspo

on s

alt

1 en

3/4

el*

mol

asse

s3

cups

(hal

f w

hite

flo

ur, h

alf

who

le w

heat

)1

teas

poon

644

4 so

da1/

4 te

aspo

on. b

akO

kepo

wde

rC

ream

toge

ther

fir

st s

ix in

gred

ient

s. A

dd e

gg a

ndm

olas

ses

and

mix

. Sif

t tog

ethe

r dr

y in

gred

ient

s an

dst

ir in

to m

ixtu

re. C

hill.

Eac

h ch

ild w

ill h

elp

roll

the

doug

h an

d cu

t his

gin

getli

read

man

out

. He

can

mak

e a

free

-for

m m

an w

ith a

toot

hpic

kor

use

aco

okie

cut

ter.

Fea

ture

s of

rai

sins

or

cher

ries

can

' be

adde

d. B

ake

on a

n, u

ngre

ased

coo

kie

shee

t 8 to

10

min

utes

at 3

75°.

Bow

l, .m

easu

ring

cup

saut

disp

oons

, ,m

ixin

g, s

poon

,*a

ble*

*, c

osik

ievn

tiest

i or

toot

hpiC

ks, s

patu

las,

woo

iline

boar

ds, c

ookl

ethe

etsf

orba

king

.

HO

E P

LA

TE

. HE

AV

Y S

AU

CE

PAN

APP

LE

CA

ND

YSo

me

chan

ges

take

long

er th

an o

ther

s,2

tabl

espo

ons

(2 p

acka

ge))

unf

lavo

red

gela

tin11

/2, c

ops

appl

esau

ce2

cups

sug

ar1

iabk

spoo

n va

nilla

1 cu

p ch

oppe

d w

alnu

ts*,

if d

esir

ed.

Soak

theg

eiat

in in

% c

upeo

ld a

pple

sauc

e. s

et a

side

.B

oil3

cup

app

lesa

uce

with

the

2 cu

ps s

ugar

for

ten

min

utes

ove

r m

ediu

m to

tow

hea

t stir

ring

occ

asio

n-al

ly. A

dd g

elat

in m

i and

boi

l fif

teen

min

utes

mor

e.st

irri

ngoc

casi

onan

y td

d va

nilla

, stir

, and

pou

r in

toa

grea

sed

9 x

9 in

ch-A

n. L

et s

tand

, at r

oom

, tem

pera

-tu

re o

vern

ight

ant

iie

t. C

ut in

to s

mal

l squ

ares

_

Mea

suri

ng s

pa. ,

a. a

nd c

ups,

, 9 x

9 in

ch p

ar ,

chop

ping

boa

rd. .

.niv

es,,

stir

ring

spo

on,.

HO

T P

AT

E-A

,SP

ICE

A f

reak

ily a

ke. P

repa

ring

it o

ffer

s, m

any

oppo

rtu-

iesf

orr

.kin

g co

mpa

riso

ns. c

ontr

asts

and

see

ing

chan

ge:

Plac

e's

stic

k of

but

ter,

one

cup

oat

mea

l , a

nd P

Acu

ps"

. slin

g w

ater

in a

bow

l. St

ir a

nd s

et a

side

for

20

mir

:s-

e-'o

pen

suga

rcu

p br

own

suga

rel

ltsPA

cup

s fl

ewte

aspo

on s

alt

I te

aspo

on s

oda

1 te

aspo

on b

akin

g po

wde

r1/

2 te

aspo

on n

utm

egI

teas

poon

:asp

ir2

teas

poon

chu

ntun

onB

lend

oat

mix

ture

with

oth

er c

ombi

ned

ingr

edie

nts,

and

pour

into

pan

9P1

27 x

.B

ake

40 m

inut

es a

t37

54eg

rees

., Fr

ostin

g is

real

ly n

ot n

eces

sary

. but

can

bede

ne. G

oodw

ith m

ilk, a

pple

sauc

e; o

r ap

plej

uice

.

I

BE

ST C

OPY

MU

NI

No

CO

OK

ING

FRU

IT A

ND

NU

T C

AK

EH

ave

a lit

tle e

xtra

of

the

good

-as

is"

ingr

edie

nts

for

tast

ing

ahea

d of

tim

e. T

hen

put a

bit

of e

ach

of th

eho

ney.

cin

nam

on. n

utm

eg, a

lmon

ds, a

nd r

aisi

ns in

opaq

ue p

last

ic ja

rs to

'gue

ss b

y th

e od

or.-

% c

up h

oney

% c

up o

neg

g13

4 cu

ps w

hole

whe

at f

lour

1 te

aspo

on b

alin

g so

date

aspo

on s

alt

1 te

aspo

on, c

inna

mon

1/4

teas

poon

nut

meg

1 cu

p ch

oppe

d bl

anch

ed a

lmon

dsI

cup

chop

ped

rais

ins

1 cu

p ap

ples

auce

Preh

eat o

ven

to 3

50 d

egre

es.

Ble

nd th

e ho

ney,

oil,

and

egg

. Sif

t dry

ingr

e.di

ents

into

hon

ey m

ixtu

re a

nd b

eat u

ntil

smoo

th (

will

be

thic

k). A

dd a

lmon

ds, r

aisi

ns a

nd a

pple

sauc

e. B

eat

wel

l.

Pour

bat

ter

into

a g

reas

ed 8

inch

tube

pan

and

bak

efo

r ap

prox

imat

ely

40 to

50

min

utes

, or

until

a k

nife

inse

rted

in th

e ca

ke c

omes

out

cle

an. T

his

is a

fai

rly

flat

cak

e.

No

CO

OK

ING

FRU

IT W

HIP

2 eg

g w

hite

s%

cup

con

fect

ione

rs' s

ugar

(if

nee

ded)

1 cu

ps f

ruit

pulp

(cr

ushe

d be

rrie

s,pe

ache

s, a

pple

sauc

e, p

rune

or

apri

cot p

ulp)

Bea

t egg

whi

tes

until

stif

f pe

aks

form

whe

n be

ater

isra

ised

. Gra

dual

ly a

dd s

ugar

. bea

ting

cons

tant

ly.

Fold

in f

ruit.

Chi

ll, o

r ea

t im

med

iate

ly.

Egg

bea

ter,

haw

k m

easu

ring

cup

s an

d sp

oons

.

No

CO

OK

ING

BA

KE

DC

UST

AR

DSe

rve

war

m o

n a

cold

day

. Eve

n ch

ildre

n w

ho d

on't

like

eggs

like

this

.3

slig

htly

bea

ten_

egg

sV

. cup

sug

ar%

teas

poon

sal

t2

cups

milk

teas

poon

van

illa

nutm

egC

ombi

ne e

ggs,

sug

ar, a

nd s

alt,

beat

in m

ilk a

ndva

nilla

. Pou

r in

to s

ix 5

oz_

cust

ard

cups

; spr

inkl

e w

ithnu

tmeg

. Bak

e in

pan

of

hot w

ater

, at 3

25°

until

mix

-tu

re d

oesn

't ad

here

to k

nife

(ab

out 4

0 m

inut

es).

For

vari

ety

add

rais

ins

or f

ruit

piec

es.

Bow

l, eg

gbea

ter,

mea

suri

ng c

ups

and

spoo

ns, c

us-

tard

cup

s, b

akin

g pa

n, k

nife

.

OV

EN

OA

TM

EA

L D

RO

P C

OO

KIE

SW

hat d

oes

heat

do

to th

e sp

oonf

ul o

f do

ugh?

Tas

te.

obse

rve

befo

re a

nd a

fter

.2

cups

flo

ur11

/4 c

ups

suga

r1

teas

poon

bak

ing

pow

der

teas

poon

bak

ing

soda

1 te

aspo

on s

alt

1 te

aspo

on c

inna

mon

3 cu

ps r

olle

d oa

ts, r

egul

ar o

rqu

ick-

cook

ing

1 cu

p ra

isin

s1

cup

vege

tabl

e oi

l2

eggs

1/2

cup

skim

milk

cup

wal

nuts

Mix

toge

ther

dry

ingr

edie

nts.

Add

rol

led

oats

and

rais

ins

and

mix

thor

ough

ly-

Add

in o

rder

, oil,

egg

san

d m

ilk. B

eat u

ntil,

thor

ough

ly b

lend

ed. S

tir in

wal

nuts

. Dro

pbyt

easp

oonf

ills

on u

ngre

ased

bak

ing

shee

t abo

ut 1

1/2

inch

es a

part

. Bak

e in

400

° F.

(ho

t)ov

en 1

0 to

12

min

utes

.M

easu

ring

.,cup

s an

d, s

poon

s, b

owl,

mix

ing

spoo

ns,

teas

poon

s, c

oOkl

e.sh

eets

.

OV

EN

ICE

CR

EA

BSC

ON

E C

UPC

Exc

elle

nt m

athe

mat

ics

prob

lem

- s

olvi

ng o

ppor

tuni

-tie

s he

m. a

nd m

ore

oppo

rtun

ities

than

usu

alfo

r ea

chch

ild to

mea

sure

. out

the

V2

or. V

i cup

that

will

be

need

ed ta

fill

the'

was

te c

ups

2, f

ull:

Usi

ngan

y ca

kere

cipe

orm

ix p

our

V4

cup

into

flat

- bo

ttom

ed w

affl

e ic

e cr

eam

con

es, f

illin

g 1/

2. f

ull.

Set o

n ba

king

she

et o

r in

muf

fin

tins

to b

ake.

15-

18m

inut

es. C

ool.

The

chi

ldre

n m

ay f

rost

thei

r ow

n an

dde

cora

te, a

lthou

gh if

a f

ruit

and

nut c

ake

is u

sed

fros

ting

is n

ot n

eces

sary

. Mak

es a

bout

2 to

21/

2do

zen.

BO

wl,c

alSe

huge

spo

on, w

affl

e, ic

e cr

eam

, con

es,.

bald

ng s

heet

, mea

suri

ng c

up, f

rost

ing,

OV

EN

SUG

AR

CO

OK

IES

Rol

ling

is a

rea

l ski

ff. G

et s

ome

pare

nts

in to

hel

p.Pu

mpk

in:.

star

; hea

rt; b

unny

. or,

San

ta c

ooki

e cu

tters

wt7

1 tie

thes

e to

a ho

liday

; cir

cle.

sta

r. tr

iang

le. a

nddi

amon

d co

okie

cut

ters

to m

ath

conc

epts

.31

/2, c

ups

flou

rte

aspo

on b

aldi

ng p

owde

rE

salt

I cu

p sh

orte

ning

I% c

ups

suga

r2,

egg

s, w

e* b

eate

nPh

teas

poon

s, v

anill

aSi

ft f

lour

; mea

sure

; add

bak

ing.

pow

der

and

salt;

sif

tag

ain.

Cre

am s

hort

enin

g; a

dd s

ugar

gra

dual

ly a

ndco

ntin

ue to

bea

t unt

il fi

ght.

Add

wel

l-be

aten

egg

s.an

d bl

end

thor

ough

ly; a

dd v

anill

a..

Com

bine

the

dry

ingr

edie

nts

and

the

crea

med

mix

ture

; mix

all

thor

ough

ly a

nd c

hill.

Rol

l as

thin

as

poss

ible

on

a lig

htly

ft

, boa

rd a

nd c

ut w

ithco

okie

cutte

r. O

r fo

rmsm

all b

alis

of

doug

h an

d pl

ace

on a

gre

ased

coo

kie

shee

t; fl

atte

n w

ith b

otto

m o

fgl

asst

umbl

er, f

irst

grea

sed

and

then

dip

ped

insu

gar.

Spri

nkie

with

pan

ulat

ed o

r co

lore

d su

gar.

Bak

e 40

0-de

gree

s 6-

8 m

inut

es. (

Mak

es, a

bout

6, d

ozen

.);

Mea

suri

ng c

up, m

easu

ring

spo

ons,

sif

ter,

larg

e'ba

wd,

twan

g pi

n co

okie

she

et.

31

BE

ST0

( A

VA

ILA

BL

EN

o C

OO

KIN

G EA

SY P

PUD

DIN

GFo

r th

ose

seek

ing

an e

asy

reci

pe u

sing

pum

pkin

. Ago

od il

lust

ratio

n of

the

chan

ge f

rom

"th

in"

to"t

hick

."I

pack

age

inst

ant v

anill

a, p

uddi

ng1

cup

who

le m

ilk1

cup

cann

ed p

umpk

in p

ie f

illin

gM

ix m

ilk a

nd p

uddi

ng a

ccor

ding

to p

acka

ge d

irec

-tio

ns. F

old

in p

umpk

in p

ie f

illin

g. L

et s

tand

5m

inut

es, a

nd it

is r

eady

to e

at. T

his

is e

spec

ially

goo

dfo

r yo

ung

child

ren

beca

use

it is

so

easy

to m

ake

and

mild

in f

lavo

r. B

e su

re to

get

the

pie

filli

ng in

stea

d of

plai

n ca

nned

pum

plin

.E

gg b

eate

r, b

owl,

can

open

er, m

easu

ring

cup

.

No

CO

OK

ING

HO

oO

E V

AN

ILL

A I

CE

CR

EA

ME

very

chi

ld s

houl

d gr

ow u

p w

ith, t

he u

nfor

getta

ble

ex-

peri

ence

ofm

akin

g an

d ea

ting

hom

emad

e ic

e cr

eam

.A

sk s

ome

pare

nts

to c

ome

and

help

. A g

ood

dem

on-

stra

tion

of th

e di

ffer

ence

s be

twee

n th

e pr

esen

t and

the

"old

en d

ays.

"U

se a

cra

nk f

reez

er. F

or a

3 q

uart

fre

ezer

, mix

:I

can

swee

tene

d co

nden

sed

milk

2 ta

bles

poon

s va

nMa

1 pi

nt h

eavy

cre

am2

cups

sug

ar4

eggs

.m

ilkfi

ll to

4 in

ches

fro

m to

pY

ou n

eed

plen

ty o

f ic

e an

d ro

ck s

alt

laye

r in

fre

ezer

(fol

low

dir

ectio

ns th

at c

ome

with

fre

eze)

. Giv

e ea

chch

ild a

turn

at t

he c

rank

ing.

Ify

ou f

reez

e w

ater

ahe

adof

tim

e in

5 h

alf-

gallo

n ca

rdbo

ard

milk

con

tain

ers,

then

ham

mer

them

to c

rush

the

ice,

it is

an

inex

pen-

sive

han

dy s

ourc

e of

ice.

You

'll n

eed

new

spap

ers

unde

r th

e fr

eeze

r as

it g

ets

leak

yyo

u'll

find

itea

sier

if y

ou c

an c

rank

out

side

. Let

chi

ldre

n pl

ay o

nth

e pl

aygr

ound

tdur

ingt

he f

reez

ingp

roce

ss, a

s w

elL

ascr

anki

ng a

nd s

ittin

g on

the

free

zer.

Ice

rock

sal

t new

spap

ers

'recr

eant

, cra

nk f

reez

er,

ham

mer

mea

suri

ng c

ups

an&

spo

ons.

Snac

ksT

ry th

ese

idea

s at

sna

cktim

e as

a c

hang

e fr

om o

r to

acco

mpa

ny ju

ice

or m

ilk.

Smal

l san

dwic

hes

with

pin

eapp

le c

ream

che

ese

orva

riou

s ot

her

spre

ads.

Use

fru

it or

nut

bre

ads

with

mild

che

ese

filli

ngs.

"Poo

h bu

tter"

(a

mix

ture

of

hone

y an

d bu

tter)

tosp

read

thin

ly o

n da

rk b

read

, fru

it br

ead,

or

grah

amcr

acke

rs.

Gro

wn-

up d

ips

are

fun.

Use

toas

t, co

rn c

hips

, whe

atcr

acke

rs, o

r ve

geta

bles

to s

coop

up

a di

p m

ade

from

chop

ped

egg,

thin

ned

cotta

ge c

hees

e, c

hees

e di

p, o

rpe

anut

but

ter.

Cra

cker

s of

dif

fere

nt s

hape

s ca

n he

lp c

hild

ren

lear

nth

e na

mes

of

shap

es. W

hole

gra

in c

rack

ers

are

best

.Sp

read

with

cre

am c

hees

e, p

eanu

t but

ter,

etc

.Pl

ain

yogu

rt w

ith f

resh

or

cook

ed f

ruit.

(M

ake

your

own

if s

omeo

ne h

as a

yog

urt m

aker

).C

omb

hone

y on

dar

k br

ead

or c

rack

ers,

or

sorg

hum

on c

orn

brea

d or

bis

cuits

.Fr

esh

pine

appl

e, p

eele

d, c

ored

, and

slic

ed a

t the

tabl

e.O

rang

es r

olle

d un

til s

oft.

Inse

rt a

stif

f st

raw

, the

nsu

ck. O

pen

and

eat m

eat l

ater

.M

aple

syr

up d

ripp

ed o

n fr

esh

snow

.Sn

ow c

ones

out

of

frui

t con

cent

rate

pou

red

oncr

ushe

d ic

e.M

elba

toas

t mad

e fr

om th

in s

liced

hom

emad

e br

ead

bake

d in

a lo

w o

ven

for

2 ho

urs.

Har

d co

oked

egg

s.V

eget

able

or

frui

t slic

es.

Nat

ural

che

ese

or c

old

mea

t cub

es.

Smal

lifru

its(s

traw

berr

ies,

gra

pes)

a;ir

fru

it sl

ices

tohe

dipp

ed in

a ti

ny b

it of

pow

dere

d' s

ugar

.

EL

EC

TR

IC S

KIL

LE

T O

R H

OT

PL

AT

EA

ND

CO

VE

RE

D/ F

RY

ING

. PA

N

FRIE

DFo

r th

e' (

fay

afte

r ja

ck-o

-lan

tern

s ar

e m

ade.

Sav

eso

me

to, p

lant

out

door

s in

ke

spri

ng.

Scoo

pout

the

seed

s, f

rom

the

pum

pkin

rins

e pu

lpfr

omse

eds.

Dry

car

eful

ly s

ooth

e gr

ease

won

't sp

latte

r.Pu

t I ta

bles

poon

of

()H

i in

the

elec

tric

ski

llet.

Whe

ngr

ease

is h

ot p

our

in s

eeds

. Fry

until

gol

den

brow

n.Pu

t see

ds o

n pa

per

tow

els

and

salt.

Chi

ldre

n ar

eam

azed

that

tlta

ste

so g

ood.

Adu

lts m

ust p

utse

eds

in a

nd o

ut o

f sk

illet

.

Bal

d, s

poon

s, p

aper

tow

els.

Her

PL

AT

E, L

AR

GE

SA

UC

EPA

NT

HA

NK

SGIV

ING

OR

CH

RIS

TM

AS

PUN

CH

;G

ives

chi

ldre

n a

chan

ce to

see

whe

y* 1

:dm

com

asfr

om. M

any

don'

t kno

w.

* cu

ps (

ne p

acka

ge)

asis

iser

sies

6 cu

ps w

ater

1 cu

p su

gar

Was

h cr

anbe

rrie

sC

ook

cran

berr

ies

in w

ater

as.

* *M

s ra

p. S

trai

t%us

ing

food

mill

, col

ande

r, e

tsie

ve. S

ix-

slie

r In

toho

t jui

ce u

ntil

it is

dis

solv

ed, r

ubea

ting

brie

fly

ifne

cess

ary-

Add

pin

eapp

le ju

ice

or o

rang

e ju

ice

tota

ste.

Ser

ve h

ot o

r co

ld.

Mea

sird

ng c

ups*

foo

d m

ill c

olan

der

or s

ieve

,, la

rge

sauc

e pa

ns.

No

CO

OK

ING

STU

FFE

DL

YC

HE

ES(

Haw

aibu

i)(L

ie,d

iee)

Ii 3

41t.,

pac

kage

cre

am c

bees

e,, s

ofte

ned

Vae

npm

acat

inni

anut

kflis

elgc

liopp

edlo

ralin

andi

)Ii

Il -

oz. c

an ly

chee

;) &

raile

dC

ombi

ne c

ream

che

ese

and

mac

adam

its n

uts;

mix

wel

l_St

uffi

nlye

heec

avity

., Y

ield

: App

roxi

mat

ely/

20,-

BE

STmu

PY A

VE

1031

1

HO

T P

LA

TE

, SA

UC

EPA

N

POPS

ICL

ES

The

se a

re le

ss s

wee

t, fa

r m

ore

nutr

itiou

s, a

nd f

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BEST COPY AVPI:PfiLE:

k,.,:! ,, s

Young children usually require food in betwcen the traditional three meals aday. The younger the child, the more important the snack. Yet all too often littlethought is given to variety and interest and good nutrition at snack time. Applejuice or milk every day can get as dull as a regular diet of hamburger and French-fried potatoes. Frequently the standard accompaniment to juice or milk in bothhome and school is a cookie, which supplements a diet already too sweet.

Broadening the range of things served and varying the way they are servedmakes better sense nutritionally and psychologically. Variety costs little more,especially if nutritional values are counted as part of the day's requirements. Themost expensive things and those that contribute little to adequate nutrition are inthe empty calorie category, such as artificial fruit drinks, "ades," popsicles,"store-bought" cookies and cakes, sweet ready-to-eat cereals, soda pop, andcandy. These should be avoided.

Instead, try a wide range of fruit and vegetable juices, fresh and cookedvegetables and fruits, cheeses, whole-grain crackers, cereals and breads, driedfruits, nuts, and cold meat. Serving a variety of these foods for snacks contributesto good nutrition and keeps interest high in "what's for snacks?" Anticipation andenjoyment of good food contribute to good nutrition and good eating habits.

Varying the snack is an ideal way to introduce children to many kinds of food."Yea, I don't want any!" is a typical reaction when a new or unfamiliar mixtureof food first appears. This reluctance can be overcome by making the unfamiliarfamiliar. Taste and learn names ahead of time, and the new food is more likely tobe accepted.

OOM

By introducing good new foods, snack time can be an enjoyable learning activity,instead of a routine to be disposed of as quickly as possible. Adults and childrencan relax and enjoy a break without feeling valuable school or work time is beinglost. And everyone working with young children needs a chance to relax, whetherat home or in school. We must rid ourselves of the idea that we can only relax awayfrom the children. An adult and several children can sit at a table and enjoy snackstogether, conversing and being refreshed by healthful food.

Snacks can be planned to correlate with other learnings that are going on. It isnot at all necessary to have such correlation every day, but do plan for it some-times. Examples of such learnings are given elsewhere in this publication. Don'tforget social learnings!

Frequently a teacher can plan for children to make real choices of food at snacktime more easily than any other time Usually very few choices are available atregular meals, but children need to learn that choices are possible, and that theycan make them. This, by the way, is an excellent way to use up leftover juice, orsmall amounts of fruit.

"Would you like a slice of orange or a slice of apple?" "Would you like tomatojuice or orange juice?" "Do you prefer carrots or celery?" "Would you care forcheese ur peanut butter on your bread?"

Small Group or Large Group?

Early childhood leaders have varying opinions about the way snacks should beserved. All together at one table? A few children at a time? Separate table, buteveryone seated at once? All these procedures have certain advantages and disad-vantages. Having snacks together at one big table fosters a feeling of "We're alltogether!" and for certain snacks, such as those involving group preparation,seems to be ideal. But people eat at differing paces, and what does one do aboutthe speedy eater who wants to leave and take half the group along? Conversation ina large group is sometimes difficult, and all other activities in the room must stop.

Having snacks at one table or in one portion of the room preferably with oneadult and five to seven children definitely promotes conversation. The "familysize" group is small enough that everyone can have a say. No problem exists withdifferences in eating pace, as the children rotate. The one who is finished goes totell another one, It 's time for snacks." Children quickly learn that their turns willcome, and are not impatient, especially since other interesting activities in theroom continue.

The arrangement of having two or three tables going at once, preferably with anadult at each table, especially with younger children, lends itself well to certaintypes of food preparation. Take, for example, the snack-making project of a tossedsalad. A group of six to ten can work together and eat their creation, A full groupwould probably require too much waiting.

Which procedure should be used? Surely the only logical response is all ofthem! Select the procedure according to what is on the menu, the temper of thegroup, and the hoped-for outcomes. The only absolute is that at least one adultshould sit down, eat, and talk with the children while food is being served andeaten.

34

fl 0 3

MST COPY AVAILABLE

chool Lunches

eakfasts

Almost all full-day programs and some half-day ones serve lunches at school.Some serve breakfast. Teachers in elementary schools are seldom involved inplanning menus, allotting time, or making policies. In most prekindergartenprograms, people working directly with the children are more closely involved, Ineither case, explain your goals for good nutrition to the food-preparation andservice people and enlist their aid.

Any large-scale food service unit has certain disadvantages, some of which runcounter to the health and social !earnings the school attempts to teach elsewhere,For example, children are sometimes allowed twenty minutes to get their food, getseated, eat, and leave. So that this can be accomplished, conversation is discour-aged; and the language arts teacher may spend the next period trying to get thechildren to talk!

Sometimes younger children are given only spoons for eating, or only spoons andforks. How they are to cut meat or spread butter in a socially acceptable fashion isa puzzle. Three-year-olds can do a quite adequate job of using a knife if they are

35

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shown how a few times.Unfortunately, some adults still try to make children eat everything on their

plates. Such coercion is totally inappropriate, and is usually ineffective. Even firstgraders quickly learn to hide the unwanted portions in their milk cartons. Also, the"clean plate club" kind of emphasis can cause an emotional reaction to food andeating and even foster the beginnings of obesity in some children. A solution is lessfood on the plate.

Discipline and order are usually a problem in school lunchrooms, and onecannot help but wonder if at least some of the problems are caused by the situationrather than the children. Problems aside, many things can be done to utilizelearning possibilities when children eat lunch at school.

Ideally, children and adults eat together, relaxing, talking, and enjoying foodtogether. Family-style service is ideal. Children and adults sit together at smalltables, with food in serving bowls or on plates. Children can serve themselves, and"seconds" are readily available. Teachers serve as examples in social behavior,courtesy, and nutrition. However, in large school cafeterias most teachers regardthis role as a nonprofessional duty, and lunchroom monitors are hired or schoolpersonnel take turns supervising. Perhaps these people could be briefed on luhch-time learning possibilities.

Where children eat in their own classrooms or with their teachers in the cafete-ria, many learning possibilities present themselves. Concepts such as texture,shape, size, and color are vividly exemplified. Informal labeling and descriptioncan help children establish, maintain, and extend those concepts. Talk aboutcolors and count objects at the table when appropriate. Use negative affixes inconversation:

"Doyou want your roll with or without butter on it?" "Unfold your napkin andput it across your lap."

Give precise directions involving location:"Jessie, there is a place for you beside Alec. " "Jessie, there is a place for you

between Alec and Kathy." Vessie, here is a place at the end of the table."Incorporate verbs to increase vocabulary:"Pour out the milk you did not drink." "Spread the butter."Practice in using basic cognitive processes such as categorizing and making

associations is easily given. Categorize vegetables, fruit, meat, or beverages:"What fruit do you want, peaches or applesauce?" "Today we have three vege-tables: potatoes, carrots, and celery."

Then, when the children have had a chance to learn the category and the labelsfor the various foods, change the question: "What vegetables are we havingtoday?" "What are the names of some other vegetables?,"

Table conversation consisting primarily of "more," "more dat," or "pass that"should be gradually upgraded so the child can say, "I want more mashed potatoes,please." Food and eating utensils should be named during table conversation."Use your knife to spread the butter on the bread," "Try eating your applesaucewith a spoon instead of your jOrk.'"

But a nonstop talker will soon have a group of nonlisteners! Have in mind whatmight be table conversation, but keep it casual and enjoyable,

36

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BEST COPY AVAILABLE

LearningsfromCooking and Eating

For youngsters to get the full benefit of food experiences, adults in charge mustknow what knowledge, understanding, and skills those children are ready for.They must also know what !earnings children might gain from cooking and eating,and how to promote those !earnings. Focus on one or two rather specific objectivesfor each experience, ignoring or treating casually the others unless some reasoncomes forward to do otherwise.

A common error made by those just beginning to use food as a way of learning isto try to pull out of each food experience every possible learning size, shape,taste, texture, sound, odor, whether the food is a tuber or a stem, changes in formtaking place in the cooking, etc. Such proliferation of content must be totallyconfusing unless the children already know all those things. And if that is the case,why bother?

Sensory enjoyment

Talk with the children during the experience, helping them focus on the desiredoutcomes the Learnings for which the experience was selected. Above all, keepthe excitement and joy and spirit of doing a project together that cooking and eat-ing with children can bring.

Enjoyment at the sensory level can sometimes be 4n objective in itself. Pass thepineapple around and let children experience the roughness and stickiness of thepineapple skin, the deep green of the top. Cut it and enjoy the sound of the knife

0 0 0 4 0

37

cutting through top, skin,- core, and. meat, and the smell, taste, and texture of theripe pineapple chunks. Verbalization can focus on something as simple as "This isa pineapple." It can focus on one portion of the experience, such as "This is anuncooked or 'fresh' pineapple.. yesterday we had canned pineapple." It can moveinto more complex !earnings for older children, with the sensory experiencesbecoming a pleasurable way to get to another objective.

Give some thought to the conversation that is likely to take place. SometiMes weexpect children to answer almost impossible questions. For example, relativeiy fewdescriptive words apply to taste and smell. What does a carrot (onion, bread,bacon, apple, and so on) smell like? Taste like? Young children can say littleexcept "Good" or "A carrot." Ask and attempt to answer some of the proposedquestions ahead of time to make them clearer and better.

Much rather complex factual knowledge is it,volved in working with food, andscientific knowledge is rather haphazardly mixed with everyday, commonly usedknowledge. If questions arise in your mind "What are legumes?" "What is therelationship between peanuts, coconuts, Brazil nuts, walnuts? The children areconfused and so am I." try to find out the answer. Sometimes the question isbest avoided unless it comes up.

NUTRITION

In every cooking and eating experience children are learning about nutrition.Children learn through food experiences, by cooking and tasting and eating foodsfar more than by what adults say about them. If carbonated drinks and candy aresold in school canteens or vending machines, they become part of the nutrition"curriculum." Children learn through watching what adults in their world eat andenjoy. They learn from advertising on television and radio, in magazine,newspapers, and supermarkets. Seldom is the nutrition education acquired thisway accurate or adequate. It can be supplemented by teaching nutritionalprinciples, and giving the reasons for following these principles.

Facts taught about food selection and a balanced diet should be quite simple.Many young children are still in the process of sorting out common food groupsmilk and dairy products; fruits and vegetables; meat, fish, and poultry; breads andcereals. Don't make the mistake of telling them more than they want to know orcan comprehend. At about the third grade, children can begin to identify the fourbasic food groups. The tendency is to try to teach "facts" too soon, rather thanconcentrating on habits and attitudes.

Children can learn that vitamins, minerals, protein, calcium and other nutrientsare important to health, but probably not what various vitamins and mineralssupply, or what a calorie or carbohydrate is. Establishing eating patterns andhabits that put nutritional principles into practice is far more important. Helpchildren to see those principles reflected in what they are experiencing:

"You've tried the brussels sprouts. If you really don't like them, take anotherhelping of green salad. They are both green vegetables," "We're not having meattoday. These cheese sandwiches and deviled eggs are our protein for lunch." "I'llpeel your apple if you want me to, but you can eat the skin, too. The skin of an

(;0041

apple is really good and good ibr you. It's good and crunchy. We call it MotherNature's toothbrush." "Scrub the potato skins until they are clean: then we can eatshe skins, too. They have vitamins and minerals, too." "Let's set the timer so the

carrots won't cook too long. They taste better that way, and they're better for youbecause the vitamins won't be boiled away."

Older children can learn the common food groupings milk and dairyproducts; fruits and vegetables; meat, fish, cheese, and poultry; bread and cereals

and how to plan a balanced diet for themselves. Schools or early childhoodcenters that are serious about nutrition education for the children they serve willtake care to involve parents in the teaching-learning process.

MOTOR AND PERCEPTUAL SKILLS

Preparing, cooking, and eating food require muscle coordination and control.Breaking an egg, holding a carrot with one hand and peeling or scrubbing it withanother, stirring without spilling, holding meat with a fork and cutting it with aknife, and spreading butter on a slice of bread are only a few of the motor andpreceptual skills involved, No one of these is important in itself. A good manyadults, after all, still have difficulty separating the white of an egg from the yolk.Through gradual mastery over a large number of skills coordination increases andconfidence develops that "I can do it myself."

One writer (Ferreira, 1969) analyzed and divided these skills into groups, start-ing with gross motions and leading to fine coordination. These are not suggested asa definite sequence, but rather to give some idea of relative difficulty.Children can learn large muscle control, including the control required to sit in one

place next to another child for a short period of time and become interested ineating and tasting. Other skills are handling various utensils, narkins, and per-haps clearing the table; scrubbing and wiping the table, food, and hands; tear-ing breaking; snapping; and dipping.

Children can learn beginning manipulation and eye-hand coordination. These canbe promoted through such skills as pouring, pouring to a given point in atumbler or cup, mixing, shaking a jar or shaker, wrapping (with foil, paper,dough), and spreading.

Children can learn finer motions and more complex use of both hands. These in-clude rolling with both hands, kneading, juicing with a hand juicer (place a wetcloth under the juicer), peeling with the fingers, and cracking raw eggs.

Children can learn fine coordination and working against resistance. These skillsinclude cutting with table knives, then relatively sharp knives, grinding, beatingwith an hand egg beater, peeling with a vegetable peeler, grating, and slicing.Knowledge and the control necessary to use tools safely are also important.Children in kindergarten and first grade can do most of these things, provided

they have been shown how and had a little practice. The sequence can serve as ageneral guide for introduction of skills to younger children. However, if a favoriterecipe has a step involving a skill beyond the capability of the children, such aspeeling and coring pineapple, the adult can do that Don't forgef that children willlearn much about safety, holding, and manipulating as they watch, even though

they must ultimately do it themselves to really learn.Some schools teach this kind of motor control in isolated practice sessions

pouring rice, sand, or water, clearing tables and utensils. Then they never let thechildren do the real things!

DEVELOPING LANGUAGE

Action almost always promotes language development better than objects orpictures. Preparing, cooking, and eating food is action. The possibilities for en-hancing language development through these means are endless.Children can learn the names of the foods they are preparing and eating .potato,

tomato, pork chops, ham, green beans, bread, juice, milk.Children can learn the names of the equipment they are using blender, sauce-

pan, skillet, mixer, measuring cup, spatula, rubber scraper.Children can learn the names of the actions they are doing stir, beat, slice,

spread, pour, measure, chop, peel, knead.Children can learn the names of processes involved in cooking baking, popping,

heating, cooling, boiling, freezing, melting, dissolving, steaming, expand,absorb.

Children can learn the names of descriptive terms ripe, rotten, liquid, solid,raw, cooked, firm, sticky, soft, smooth, crunchy, hard, soft, sweet, salty, sour.

Children can learn the names of common categories fruits, vegetables, seeds,flowers, spices, meat, grains, nuts.

Children can learn the names of various forms in which food is commonly pro-cessed and served fresh, canned, pickled, cooked, sauce, juice, syrup, dried,buttered, creamed, meal, chips, flakes, granulated, powdered, flour, patty, loaf,puree.

Children can learn about time designations right away, tomorrow, until jelled,until thickened, slowly, quickly, minutes, hour, after lunch.

Children can learn to compare and contrast. "The banana and the yellow apple arethe same color, but a different shape. They don't taste the same, either." "Cutthe stalks of celery so they are all about the same length."

Children can learn that language .can be used to help them get what they need orwant. "I want some more milk." "Please pass the butter." "Is this done?""These are ready."

Children can learn the meaning and use of certain grammatical structures "Doyou want your cracker buttered or unbuffered ?" "Are these carrots cooked oruncooked?" "Do you want this celery with or witholt peanut butter?" "You canhave either tomato juice or orange juice. Which do you want?"Future, present, and past tenses of verbs "We . . " "We're going to . .""We're . . ."These !earnings do not just happen. Planning to "talk about the food and what

the children are doing" is usually not enough, especially in a center or classroom.What is the desired learning? What language will best bring out that learning?Now shall we go about it? Du the children have the necessary background andprevious !earnings to do what we are planning?

40

0 0 it 3

REST COPY AVAILABLE

The following selected portions of a transcription of a popcorn popping sessionwill illustrate. The episode was planned with a group of four- and five-year-oldswho needed special language help. A wide variety of language activities had beencarried on throughout the year learning to observe and describe, learning actionwords, words of contrast and comparison, of relative time, of relative location, aswell as an emphasis on sentences. The popping was carried on with the total group,with a teacher and one helper. Yellow popcorn soaked in oil, available at moststores, was popped in a glass-topped popper.

ACTION

As the teacher and a small group ofthe children measured, poured, andstarted the popcorn, unsolicited direc-tions and predictions of what was goingto happen began.

"Pour the popcorn.""Put that (the lid) on top of the pan."

"The popcorn will jump. ""The popcorn will get hot.""It's going to go high and high."

Juice is served.

Children: "I smell it.""The window is getting allwet. It's dirty."

Teacher: "What do you suppose thatis on the inside of the glasslid?"

Children: "It's popcorn.""It's oil.""It's foggy.""It's raining inside."

Teacher: "That moisture inside iscalled steam, or condensa-tion,"

COMMENTS

Children's spontaneous comments areencouraged. Silence is not conductive tolanguage development, but neither isnoise. If it had been too noisy, theteacher could have reminded them totalk one at a time.

Note the prediction of future action.Good thinking and good language.

Juice is served at this time to help thechildren wait and observe the popping.Just waiting and watching are not veryexciting for four- and five-year-oldchildren.

Throughout, the teacher echoes thechildren's comments as appropriate,and encourages others to say what theysee or smell.

As the corn and oil begin to heat, otherobservations begin.

0

Children: "The oil is moving.""It sounds like fire.""It makes noise.""The corn is hopping up.""It's popping.""It isjumping.""It hits the top; it's trying tojump out.""It might be trying to breakit.""Maybe they're trying toescape.""It tries to get out.""It tries to jump out.""'Wks to jump out; it turnswhite.""Look how full it's getting.""It's getting fuller andfuller.""First there was a little bit;now there's a lot.""It's almost done."

"The ones that pop kick up the others."Teacher: "What would happen if I

took the lid off ifow?"

Children: "It would pop all over theplace."

The corn is salted and bowls . arepassed around."After Bruno, I get some."

Children: "That is cooked; that ain'tcooked.""That is good to eat; that isnot good to eat.""That isn't yellow; that isyellow."

"That is fat; that is skinny.""One is popped; one ain't

42

Popping brings more observations in-cluding present tense verification of theearlier predictions.

Note the many uses of "it," evidencethat more systematic work on the namesof things needs to be done in the weeksahead. The teacher does not intrude onthe free flow of language to try to getthe children to be more precise at thistime.

The teacher asks a question to encour-age the children to use what they havebeen observing in another prediction.Verification of this could come in an-other experience.

While the children are eating, theteacher puts a kernel of popped cornand a kernel of the oil-soaked unpoppedcorn so all can see, and elicits compari-sons and contrasts.

The teacher unobtrusively encouragesthe children to take turns speaking soall can hear, and encourages furtherobservations. The colloquial "ain't" isaccepted, and will be gradually workedon in other contexts as the child's vo-cabulary and confidence increases,

popped.""One is dry; one is not dry.""This doesn't have oil; thishas oil.""These are not wet; these arewet.""They're not the same color.One is yellow; one is white."

Teacher: "Are they the same size?"

Children: "One is big; one is little."

After nine separate observations (sev-eral children repeated), the teacher asksa focused question to draw their atten-tion to size. Note that they know thecategory word "size."

The action and interest generated by the preparation and eating of the popcornstimulated the spontaneous expression of many of the words and concepts thechildren had been learning. The episode revealed not only what the children hadlearned, but what they hadn't learned. Other children, older children, might haveseen different things. Another teacher might have used the popcorn popping tobring out other concepts, other learnings.

Here are some guides that will help with language learning in cooking and eating

activities:Make sure adults know and have clear in their minds the meaning and use of

words likely to be used.Do some informal evaluation to see if children know the words. If they do, and

have the correct concept, your task is easy.if children do not know the words, start using them yourself, in connection

with the action or object that will make the meaning clear. "Mary, you can slicethe banana into thick pieces about this thick."

Extend the language learnings to other situations.These steps will not be covered in a day, or even a week. But when finished, the

learning will be real and lasting.

READING AND WRITING

The packages, directions, recipes, and advertisements associated with food offerample opportunity for building a number of reading and writing skills andattitudes.Children can learn to "read", interpret, and draw inferences from pictures and

symbols. Some children who have not had many home experiences with booksand magazines, or interpretative trips to the grocery store may have difficultywith this skill. Others, even at age three and four are quite skilled because of re-peated exposure to symbols through the mass media, books, food boxes, andtrips to the grocery store with people who give explanations.

Children can learn the importance of reading to find out information. Reading arecipe, reading labels on food to make sure it is the right thing, reading to follow

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directions are all essential. Perhaps more important, they can see grown-upsdoing the same thing. Even if an adult has a recipe memorized, it should be readto "find out what we are supposed to do." The printed directions on the box of,gelatin dessert or instant pudding, the cookbook, card, or experience chartrecipe for cranberry relish should be read in front of the children. One of themost powerful incentives to read lies in seeing adults read.

Children can learn to record their own experiences in a way that can be accuratelyrelayed or duplicated. In the classroom, experience charts can be made illustra-ting and writing the recipe. Before children can learn to write, the teacher cando this. Illustrations from magazines or actual pictures can help. Many teachersmake it a practice to send the recipe used home with each child. Older childrencan print their own, a priceless addition to any family recipe file. As a child seesa parent read a recipe the child has written, the words on the paper take on realmeaning for the youngster.

MATHEMATICS

Selecting, purchasing, preparing, cooking, and serving food require mathemat-ical concepts and skills. Many opportunities come up for counting, adding,dividing, subtracting, assessing quantity, measuring, reading and writing numbersymbols, and so on. These are learned in a concrete and immediately useful way.

It is better to choose a simple recipe so the children can actually measure ratherthan something complicated they just watch. After all, the adult already knowshow! As with language, mathematical learnings through experience with foodmust be planned, so expected learnings are appropriate for the age and develop-ment of the children involved. A three-year-old and a seven-year-old may bothenjoy making gelatin salad, but the learnings may be very different.Children can learn through counting experience counting and number concepts

such as one cup of cold water; two slices of bread for a sandwich; three tea-spoons of baking powder; "We've got two boxes of pudding and each one callsfor two cups of milk. How many cups of milk will we need?" "How many raisinsdo you want? You count them out." They can learn one-to-one correspondence.

"If we have six children at the table, how many cups of juice do we need?"Setting the table, putting one spoon in each bowl, or one straw ifi each glass orcarton all develop this idea.Children can learn measuring and quantity concepts such as teaspoon, table-spoon, cup, half-cup, one-fourth cup; pint, quart, full, empty; more, less, fewer;too much, not as much as; half, whole twice as much, double. Perhaps, in prep-aration for the near future, they should begin to learn to "think metric." Olderchildren can learn equivalents.Working with the actual manipulation of discrete and continuous quantities canhelp build the understandings necessary to conserve quantity an importantintellectual task usually accomplished in the years from three to eight.

Children can learn numerals on price tags, recipes, and labels as well as writtenwords and abbreviations of measurement terms,

Children can learn commonly used coins and bills and their value, The matching

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of what can be purchased with the amount of money available is no small task atany time. Older children can be involved in these decisions. Younger ones cantransmit money for a purchase at the grocery store and receive change.

SCIENCE

Many cooking experiences have elements of good science experiences eventhough they may not be labeled "science."Children can learn processes used in science. Accurate measurement and timing,

skillful use of tools, careful observation in using all the senses, wondering, ques-tioning, prediction, estimation, manipulation, classifying, ordering, solvingproblems, experimentation, verification, making mistakes and correcting themare examples of these processes.

Children can learn many simple science concepts. These include hot, cold, warm,cool, lukewarm; wet, dry, moist; small, large, tiny, long, short; round, notround; square, triangle, circle, semi-circle; and so on.

Children can have beginning experiences with significant concepts in science. Eventhough complete understanding of many concepts may not be attained until thechild is older, he will have the experience background and partial knowledgenecessary to that understanding. Some instances are changes in states of matter;cause and effect relationships; the interdependence of living things and their de-pendence on the earth and sun; the conservation of matter; specific gravity;properties of liquids, solids, and gases; growth; the effect of the environment onsubstances (mold, rotting, souring, drying); characteristics of combinations ofsubstances (dissolving, mixing, irreversibility of some combinations).As in classification experiences, care must be taken that full understanding of

concepts beyond the children's comprehension is not expected. Complete under-standing of specific gravity, for example, requires the merging of several ideasabout sinking and floating, light and heavy, displacement and density. This learn-ing is not easily attained. But children who have a good understanding of eachof the simpler concepts have a better chance of understanding the more complexone. Many experiences with sink and float occur in preparing and cooking fooda metal fork accidentally dropped in a bowl of liquid sinks, a wooden spoon doesnot.

Some fruits or vegetables added to a liquid gelatin base sink, some float. Theseproperties can even be used to help make a layered salad. If the cooks don't want alayered salad, the mixture must be stirred at a certain time. Children can specu-late and make some hypotheses about why these things happen, but probablycould not fully comprehend, even if it were explained.

SOCIAL STUDIES

Food traditions are a part of every era and of every culture. Children can learnabout the "olden days" and more about their own and other cultures through foodexperiences. They can learn more about the almost revolutionary changes thathavertaken place in food production, processing, marketing, and preparation inthe last half-century.

I.M......,-

Children can learn more about their own and other cultures through food. Cookingthe foods of many lands and peoples can give children a closer relationship anddeeper appreciation of those lands and peoples. Foods characteristics of variousethnic groups and different geographic regions within the United States andCanada can add to the understanding of these countries. In most center or class-room groups of children many national backgrounds are represented. Parents(including fathers) can come to school to help children learn about a traditionalcultural food specialty and something of its significance.

Children can learn the differences between food production, distritution, andpreparation in industrialized nations and nonindustralized, including our own afew years ago. They can begin to understand both the advantages and disadvan-tages of mass production and distribution. Planting and cultivating a garden,even if in a few flower pots, can help recapture some of the feeling of the oldendays, as well as being a modern conservation measure.

Children can have beginning experiences leading to the understanding of impor-tant concepts in the social studies, such as interdependence, division of labor aswell as the satisfaction of doing a complete job, change, and consumer econom-ics. As with big ideas in science, young children are just at the beginning stages.Full comprehension comes later.

Children can learn about occupations connected with food. Some food experiencesshould include trips to the grocery store to purchase food. Try to get beyond thefarmer and the milkman to food occupations typical of the children's commu-nity. Perhaps watch a pizza maker stretch dough, find out about a beekeeper, afish-rearing unit, a baker, or life behind the scenes at the supermarket. Tie avisit closely to a cooking experience, and greater learning all around will result.

EXECUTIVE ABILITIES

Preparing and cooking food require careful organization, sequencing, planningand following a plan (both for adults and children), including cleaning up. If themixing bowl is forgotten or the salt box empty, there are problems!

How to plan, anticipate needs, organize and carry out multistep activities isseldom taught directly. Yet it is an important characteristic of competent, wellfunctioning young children and often absent in children who are having difficul-ties. One does not acquire these skills by learning facts; but by doing.

There are definite differences between what can be expected of a three-year-oldand a seven-year-old. Adults must do much of the advance preparation for threesand fours, but should begin to involve them in sequencing and decision making."Now what do we need to do?" "What comes next?" "Everyone can't turn the foodgrinder at once; what shall we do?" "Who's next?" Older children, with theguidance of a skillful and patient teacher or parent-teacher can do most of theplanning, organization, and executing, including deciding how the food can bedivided, inviting guests, and cleaning up. A chalkboard is invaluable for recordingand revising older children's plans.

Younger children watching an adult mentally or actually tick off items on acheck list will begin to learn some planning skills. "Let's see now, is everything

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ready? Bowl? Spoon? Can opener?" Given opportunity and guidance, the childrenwill be able to develop executive abilities.

SOCIAL AND EMOTIONAL DEVELOPMENT

Satisfying our body's need for food is one of our first pleasurable experiences.The sharing of food is a universal token of acceptance, hospitality, and love. Foryoung children, food is closely tied with the development of trust, securiLy, andwarmth. Dr. Jenny Klein, of the Office of Child Development, recently wrote, "Itis becoming increasingly clear that nutrition is an important aspect of early child-hood education. It is equally clear that the emotional atmosphere, the warmth, therelaxation, and conversation, are as important as the food served."

Any cooking and eating experience should be accompanied by such positivefeelis. If it does not, something is wrong. Examining the many factors that canturn meals at home into a battle of wills, or school lunchrooms into what somehave called "zoos" is beyond the scope of this publication. These situations areteaching children as powerfully as the more ideal ones, but neither adults norchildren feel very good about what is being learned.

The positive social and emotional learnings that can result when adults andchildren prepare and eat food together are many.Children can learn consideration and courtesy for each other. Waiting for one's

turn, sharing food, dividing it equitably, eating in a way that makes snack andmealtime pleasant, are all things that have to be learned. They are learnedslowly and gradually, both by example and direct teaching.

Children can learn the satisfaction of successfully making something, eating, andsharing it, especially when it can be shared with adults. The importance tochild's self-concept of this and the mastering of the concomitant skills would notbe underestimated.

Children can learn responsibility appropriate to their age. Preparing, planning,perhaps bringing the food or carrying it home from the store, doing a share ofthe work, cleaning up and putting away, are opportunities for responsibility thatshould not be withheld from children. However, neither should they be imposedin a punitive "you made the mess, now clean it up" fashion. Adult help and en-couragement will help keep attitudes positive.

Children can learn respect for other people. They can learn to respect their likesand dislikes, their need for varying amounts of food, and varying amounts oftime in which to eat it. They can learn to respect and like foods from culturesand families other than their own. Equally important, the center and school canshow appreciation of the traditional foods of the children's culture to enhancetheir pride and self-respect.

Children can learn cooperation and just working together. They learn that workingtogether can be fun and can work to everyone's benefit. "If each one brings onepiece of fruit, we can have a delicious fruit salad." Thinking and planning to-gether "What else do we need?" "What comes next?" Helping each otherand comparing are all positive social learnings that cooking experiences canpromote.

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Bibliography

Cronan, Marian. "The Role of the School in Providing for Nutrition." Nutritionand Intellectual Growth in Children. Washington, D.C. Association for Child-hood Education International, 1968.

Early Childhood Education Council of Western New York, The. Cooking withChildren. New York: The National Association for the Education of YoungChildren.

Ferreira, Nancy J. The Mother-Child Cook Book. Menlo Park, CA: Pacific CoastPublishers, 1969.

Food Is More Than Just Something To Eat. U.S. Department of Agriculture andHealth, Education and Welfare, Grocery Manufacturers of America, and TheAdvertising Council. (This booklet is available free. Write Nutrition, Pueblo,Colorado.)

Foster, Florence P. (compiler). Adventures in Cooking: A Collection of Recipes forUse in Nursery Schools, Day Care Centers, Head Start Programs, Kinder.garters, and Primary Classrooms. Westfield, NJ: New Jersey Association for theEducation of Young Children, 1971.

Goodwin, Mary T., and Gerry Pollen. Creative Food Experiences for Children.Washington, D.C.: Center for Science in the Public Interest, 1974. (A book fullof additional ideas especially appropriate for use with older children. Well worthbuying.)

Jacobson, Michael. Food Scorecard. Washington, D.C.: Center for Science in thePublic Interest. 50c. Nutrition information for grades four to nine.

"Nutrition Scoreboard Poster:Washington, D.C.: Centerfor Science in the Public Interest. $1.75. Colorful, easy-to-read poster gives anutritional "score" for dozens of foods. Example: Under Snacks 1/4 cup ofpeanuts scores 25 points, a box of Cracker Jacks a minus 39.

. Nutrition Scoreboard: Your Guide to Better Eating.Center for Science in the Public Interest. $2.50. Complete guide to betternutrition.

Rockwell, Robert E. and Jeannette Endres. "Nutrition in Day Care Centers."Young Children. Washington, D.C.: National Association for the Education ofYoung Children, October, 1969, pp. 20-22.

Sadow, Sue. "Practical Approaches for Resolving the Problems of NutritionAmong Low-Income Families." Young Children. Washington, D.C.: NationalAssociation for the Education of Young Children, February, 1972, pp. 14348.

Shneour, Elie. The Malnourished Mind. Garden City, NY: Anchor Press/Doubleday, 1974.

Steinsiek, Ruth and Clark. Cooking and Children Mix Well. Paragould, Ark.:White Printing Co., 1971.

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Three authorities on cookingand eating with childrenone each from the East. South,and West share "childtested"'recipes and snacksuggestions plus techniquesand learning ideas for varioustimes of the year, many placesin the curriculum, for use inschool and home.

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