3. •Activities involving foods are
included in most programs for three-
to five-year-old children. However,
many of the food type activities are
under the complete direction of the
teacher. The children sit and watch
the teacher do the work. Food
activities that do not include misuse
of the children‘s input are not very
creative.
4. •The use of food in a classroom can
be one of the most creative parts of
the program. Food is a part of each
child’s experience. All of their senses
are used in activities involving food.
5. Five ways in which
food activities help
children understand
new concepts
9. •Children find out how heating
or mixing change taste.
Children also learn that a
change in appearance of
some foods does not mean
that the foods taste any
different.
10.
11. As they did on
sensing, children
observe that
foods change
from liquids to
solids and from
solids to liquids.
13. As a result• Language develops as a result of
food experiences.
• They learn a more complete
meaning of terms like liquid and
solid, freezing and boiling, smelly
and odorless.
24. • The following activities are
suggestive, not prescriptive.
• It is necessary that during a big
group experience, all children
should participate either
actively or by observing.