| In today's world children need to know more | | | | the fast food variety. Now available are "fresh |
| information and skills before they attend kindergarten | | | | looking" fruits and vegetables, dairy, grains and |
| therefore, parents and caregivers need to know | | | | proteins. You can also find dry goods and spices. |
| which activities should be introduced to help them | | | | At the same time, children will learn good food |
| develop those skills. | | | | choices and become familiar with the four food |
| These skills are only learned through play and | | | | groups, strengthen their hands by cutting and stirring, |
| constant trial and error practices until they move on | | | | develop math skills by counting, sorting, and |
| to the next skill and perfect it. If the previous skill is | | | | measuring, and improve eye-hand coordination by |
| not perfected however, then the child will be missing | | | | pouring. It's wonderful what a simple kitchen set can |
| that component for the following skill. As the | | | | teach your child! |
| developmental stages build from one to the next, | | | | Children love to do what their parents do, cooking a |
| children can get left behind and the unlearned skills | | | | meal and serving it, or having a tea party or pretend |
| may not be noticed until they are further down the | | | | lunch with their stuffed animals or dolls. They learn |
| road. | | | | which foods go in the cupboard and which foods go |
| Pretend play is a good way to practice many skills. | | | | in the refrigerator. It is also a fun way to practice |
| At the age of three children are ready to have their | | | | cleaning up by "washing" and putting away the dishes |
| own miniature size play kitchen and utensils. They will | | | | and food. |
| learn the names and uses of each kitchen tool and | | | | Give your children the ingredients they need to cook |
| have fun in the process. There are many packaged | | | | up there skills for a bright future. |
| play foods, but I would caution using too many of | | | | |