Making banana fruit smoothie - 16th September 2010

Discussing the process of what we are doing and making?

We get more friends joining in to help

The questions just keep on coming

Everyone has something to do

Role-modelling how to use the can opener and supporting those that are doing it.

Pouring the fruit into the jug

What's happening here? Any ideas?

Yes, its blending time

Our last ingredient

This morning in my Centre the children have been interested in the different gadgets or tools that we have been using to make drinks. Today we are using a blender to make 'banana fruit smoothie' and a 'can opner' to open our fruit tins. I connected up the blender along with all the other equipment needed and food. Some of the equipment that we used were knives. So when the children do come its ensuring that they know how to use the knife safely. I chose not to invite children rather I waited to see who would come. At first a couple of children came asking me "what are you doing? what are you making? And most importantly, what is that?". Rather than tell them what I was doing?making? and what the gadget was? I told them that I was waiting for some friends to come along and help me. Then I asked them what they thought the gadget was? " umm...dunno", "I never seen one of those", according to MacNaughton & Williams (2004) "open question - there are many 'openings' for the person to answering the question to express what they know, yhink, feel or believe"(p. 145), and what they thought we are making? "cakes, biscuits, muffins, cookies, drink". By this time more children came to see what was happening and they too wanted to know what we were making or cooking or doing. Again I chose not to respond, I gave some children bananas to peel and the other children the fruit tins to open, using the can opener. I looked on at the children who were using the can opener, some were confident in using the opener, others weren't to sure about it, so I role-model and supported them, along with the others supporting them too by holding on to the can, according to MacNaughton & Williams (2004) " children learn how to behave by copying (modelling) the behaviour of others" (p. 125). Then pouring this into the jug and the other tamariki who were peeling the bananas did the same too putting them in to the jug - Tino pai to mahi tamariki ma - We are nearly there! And lastly we added the milk and then we switched on the blender. Then all the tamariki said 'we made milk fruit drink". Ae! Ka pai tamariki ma Ae! it is a drink. We call this type of drink "banana fruit smoothie". They all could wait to try it...um...me too! When looking at the use of technology - Food technology is used and involves all groups of people. And when engaging in cooking and eating it is loved by all and for children it is an experience full of fun and excitment!
Te Whaariki links :

• Belonging Goal 3: Children and their families experience an environment where they feel comfortable with the routines, customs, and regular events. L/O: 1, (p. 60)
• Contribution Goal 3: Children experience an environment where they are encoraged to learn with and alongside others. L/O: 1, (p. 70)
• Communication Goal 2: children experience an environment where they develop verbal communication skills for a range of purposes. L/O: 8, (p. 76)
• Exploration Goal 2: Children experience an environment where they gain confidence in and control of their bodies. L/O: 3,(p. 86)
• Exploration Goal 3: children experience an environment where they learn strategies for active exploration, thinking, and reasoning. L/O: 1,(p. 88)