According to Bormanaki and Khoshhal (2017), learning is the acquisition of new knowledge, skills, attitudes and values. The author confirms that the ability to learn lies in humans, animals, and sometimes machines. Learning can be immediate and induced by a single event, for instance, being burnt by a hot substance like a stove. Other learning processes are due to consistent exposure to a series of repeated experiences. Learning is established at birth, even though other philosophers argue even before birth, and progresses till one's death. The process of learning in early childhood takes places at different stages and in different directions depending on the social stature that children are subjected to. Since learning is via socialization, theories have been developed to help explain the circumstances that accommodate cognitive learning. This paper comprehensively contextual Piaget and Vygotsky theories of learning and apply the knowledge to cooking as a learning activity and links them to early learning standards .
The Cooking Activity
The activity is cooking scrambled eggs. The recipes are in large type and are executed using simple steps for all skill levels. In a school setup, the pre-schoolers are required to have the aid of their teacher, a microwave for the provision of heat, toaster or blender for blending tomatoes, a plastic knife, and a small spoon for measuring and cooking purposes. Ingredients include an egg, a tablespoon, and milk, salt, and pepper shakers.
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Application of Piaget Cognitive Theory on Preschool Cooking Activity
The concept of Piaget is significantly applied in cooking activity as linked with the learning standards. According to Bormanaki and Khoshhal (2017), Piaget theory of cognitive development was incorporated in 1963 to explain how a child constructs a mental model of the world. The theorist opposes the idea that intelligence was a fixed trait and considered cognitive development a process which is brought into existence via biological maturation and interaction with the environment.
DeBruin ‐ Parecki and Slutzky (2016) identified that learning standards are there to aid teachers in providing the desired education and assessment to early age learners. The learning standards include the need to stimulate a child's curiosity, the exhibition of creativity and inventiveness, taking of initiatives, showing confidence, and problem-solving skills.
During cooking of the scrambled eggs, just as analyzed by Piaget, the child acquires knowledge through curiosity. Curiosity is always visible when learners show interest in learning new things. In the process of cooking, most of the learners are encountering the incidence for the first time as they are used to awaiting to waiting at the table rather than participating in cooking activities in their homes. Curiosity enables them to acquire new skills as they keenly follow their teacher's instructions and actions in the cooking process. Similarly, children become more creative and innovative as they try to challenge the teacher with new procedures for cooking the egg. The initiative element is attained via interactions with other young learners as they assist in cooking through providing materials and other general collaborations.
According to DeBruin ‐ Parecki and Slutzky (2016), young children can significantly develop math, science, and comprehensive skills. Similarly, the study conducted at a child care center in Sydney Olympic Park found that the best way for children to learn is through experience that is in most cases attained via cooking (DeBruin ‐ Parecki & Slutzky, 2016). The finding is conversant with the learning standard that incorporates instilling of problem-solving skills since the learners meet challenges as well in the process of cooking the egg.
Application of Vygotsky theories of cognitive development learning on preschool cooking activity
According to Clarà (2017), Vygotsky's Cognitive Development Theory explains that cognitive abilities to an individual are socially guided and constructed. The theorist advances that the establishment and development of specific skills, including problem-solving, attention, and memory, are attained through the mediation of culture. Vygotsky affirms the fact that learning is through socialization. The argument is that culture-specific tools play an integral role in the manner in which young learners, for this case, organize and think about the world.
As analyzed by Rawstrone (2020), cooking activities reinforce learning standards like building confidence and skills. One of the goals of education is to instill confidence and necessary skills to the learners to help them live a better life in society. First, learners can acquire the skills through observing as the teacher and peer learners cook the egg. The demonstration of actions done by the teacher in cooking corresponds with the cognitive development theory of Vygotsky, which argues that learning is through socialization. Likewise, the concept of solving problems is encountered and appropriately tackled since the presence of a teacher and other learners provide a wide range of solutions to issue and thus a learning platform.
Furthermore, cooking activity provides an opportunity for language development. The process links to other areas, including science, mathematics, arts, and literacy. Language can be developed by the teacher encouraging learners to talk about what they are doing, counting, encountering, watching, and naming materials being used during the cooking of the egg. In the process, Vygotsky concept is applied since the learners can acquire language skills through interactions with the immediate environment such as the materials available, other fellow learners, and the teachers guiding them in the cooking activity.
In addition, cooking teaches young learners about responsibilities. There is an absolute certainty that spills and messes are to be expected when taking the young learners through the kitchen activity. The cooking process is an excellent opportunity to teach young learners how to clean up utensils and the kitchen without necessarily reprimanding them. The teacher should therefore guide the learners by teaching them how to cook, clean, and even arrange the place before giving them a chance to practice what has been learnt to assess the attainment of the objective. Subsequently, as the theories of learning posit, the learners will be able to cook, clean, and arrange for themselves.
Conclusion
It is never too early to start educating young children about cooking activities. The cooking helps in facilitating the learning standards, including curiosity, problem-solving skills, innovativeness, curiosity, and initiatives. Learning through cooking activities facilitates the promotion of mental, social, and physical development in children. Besides, learning is acquired via socialization and observation of experiences which is exhibited in the cooking of the egg's process. Therefore, academic managers should incorporate activities like cooking in young learners to help them achieve the learning standards while utilizing the learning and developmental theories.
References
Bormanaki, H. B., & Khoshhal, Y. (2017). The role of equilibration in Piaget’s theory of cognitive development and its implication for receptive skills: A theoretical study. Journal of Language Teaching and Research , 8 (5), 996-1005.
Clarà, M. (2017). How instruction influences conceptual development: Vygotsky's theory revisited. Educational Psychologist , 52 (1), 50-62.
DeBruin ‐ Parecki, A., & Slutzky, C. (2016). Exploring pre ‐ k age 4 learning standards and their role in early childhood education: Research and policy implications. ETS Research Report Series , 2016 (1), 1-52.
Rawstrone, A. (2020). Early learning cooking. Nursery World , 2020 (3), 22-23.
Xu, F. (2019). Towards a rational constructivist theory of cognitive development. Psychological review , 126 (6), 841.
