The Cook Book Benefits for the teachers, children and parents

1. The Cook BookBenefits for the teachers, children and parents Georgios Geogiou, – Cyprus

2. Throughout their culinary journey children were provided with opportunities to develop concepts by exploring and choosing recipes, executing them, tasting them and experiencing the sense of creativity and satisfaction. • One of the greatest benefits is the sense of achievement and self-sufficiency that they experienced. Taking them through the entire process of searching for traditional and special recipes, working with their classmates, their teachers and their parents, to obtaining the ingredients needed for cooking and presenting their work they learned a number of important skills.

3. It was quite amazing to note all the different skills that children picked up in the process ( of creating the cook book ). They didn’t just made food, they were taught science in action; helped to lay down basic math, reading and time-telling skills; encouraged to healthy food choices; built confidence and creativity; enhanced communication and deepened connections with their parents and one another. • Children familiarised with cooking terminology while searching and working with recipes, and also improved their procedural writing skills. They learned the importance of word choice and how to create easy to understand step-by-step instructions. They were encouraged to uncover special recipes, to recite them and labels out loud to help them practice reading and learn new words, thus enriching their vocabulary, to explain what needs to be done at each step. Every activity provided a rich opportunity to learn the names of different foods and ingredients, encouraged conversations about food likes and dislikes and many experiences children had with food.

4. During a recipe preparation children learned the importance of safety when dealing with food, utensils and appliances. Working with other children gave them a sense of sharing and cooperation and an understanding of how to interact with others in groups. They were able to learn from one another. As children learned to make something for themselves, they developed a sense of independence and a positive self-image. • Children had the opportunity to strengthen and develop fine – and gross – motor skills as they participated in numeral tasks, from collecting, choosing, rewriting, explaining a recipe to testing and practising it. It was a great way to reinforce and teach subjects like science and maths. Cooking can be thought of as science experiments that children can eat.  When cooking, children had the opportunity to observe changes in food ingredients. They learned about temperature (hot and cold), floating, sinking, dissolving, melting, and freezing.  During cooking experiences, children learned math skills such as counting, measuring, sequencing, fractions, shapes and following directions.

5. It was a fun way for them to be introduced to other life skills such as researching, choosing and eliminating, budgeting, problem solving, grocery shopping with their parents. A way for them to be involved in activities that helped them built independence and self-confidence. And, of course, social skills such as responsibility, cooperation, sharing, and self-esteem. • The importance of introducing children countries and cultures through food was extremely significant and went beyond simple procedure of international dishes at the food festival that was organised. Not only did it increase their global competencies but it developed their understanding of people and cultures through their cuisine.

6. We started by having students look at the countries on both a world map and a topographical map and make assertions about the types ingredients that may be prevalent there based on its geography.  This type of introduction allowed us to ascertain students' current knowledge about a country while reinforcing geography concepts and vocabulary. From here, we explored national or regional recipes based upon primary ingredients indigenous to a country and the related food customs. Then we explored a category of food dish by first defining it, then by creating different versions from around the world. Children had the opportunity to compare and contrast ingredients and preparation methods.

7. In addition, they studied a food's origins and history by tracing its path around the world, and cooking different recipes to compare and contrast the cultural and regional influences on the resulting dishes, e.g cooking chicken. Recipes were also explored through their individual histories, how a dish started and how it is nowadays. • Religious beliefs and practices, holiday traditions, and regional or cultural customs have a strong impact on what individuals or families consume. The ways food choices are a part of religious beliefs and cultural traditions were also explored. We started by asking children how food is used in their everyday activities and social interactions. Then, we asked them to share about their religious or family customs associated with food, thus involving parents.

8. These prompts opened the door for extended conversations about how food is used in different aspects of life: for celebration or mourning; as expressions of beliefs; to facilitate courtship or social interactions; to mark events or the passage of time. Additional conversations about fasting, dietary restrictions and dining etiquette were incorporated. These conversations informed about recipes to be collected and recipes to be tested that stem from students’ curiosities.

9. By writing and producing their own cookbook, children clearly were able to learn through a hands-on approach and to demonstrate their knew knowledge and skills. Applying new concepts and strategies through the development and completion of the project deepened their understanding through extended process of learning and offered them a creative and fun way to explore countries and cultures, increase understanding of self and others and develop life-long skills and global competencies.

10. In order to celebrate the completion of the cook book students organised a food fest at school. Children prepared a big variety of dishes from different countries along with their parents, who were equally willing and enthousiastic throughout the project, and offered them to their school mates, teachers and other quests. They also promoted the festival themselves: they organised a co-ordinating team, prepared banners, designed posters, sent invitations, and, of course, cooked everything. The whole event brought all children and parents closer together, giving them the oportunity to have fun and experience the food of different cultures.