Cooking in class
Overview
Cooking offers rich sensory experiences and opportunities to meet different foods. It also helps develop problem-solving and motor skills. Cooking classes can engage children in various aspects of food preparation at their own comfort level, even if it's just being present while setting up equipment. Here are some ways to make cooking tasks accessible and enjoyable:
Environment and preparation
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Create a calm and organised environment with minimal distractions.
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Ensure children are comfortable sitting, standing, or moving around the space.
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Prepare sensory activities beforehand to help children feel more at ease.
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Use techniques to increase comfort around mess, such as providing protective clothing and showing how to clean up. You may find this page helpful.
Additional tips:
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Allow children to be in the space without having to cook initially. They can start by simply observing or helping set up the equipment.
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Start with safe and familiar textures, gradually introducing more challenging ones. For instance, children can begin by handing out equipment, counting cupcake cases, or measuring dry ingredients.
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Use non-slip mats to keep bowls and equipment stable, which supports motor skills and reduces unexpected spills.
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If touching new textures is a barrier, encourage the use of tools before fingers. Start with distant touch tools like long-handled spoons, cookie cutters with handles, and tongs before progressing to direct touch.
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Introduce low-scent foods to help children become familiar with the cooking space. Inform them in advance if an ingredient has a strong smell.
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Prepare children for loud noises from kitchen gadgets by allowing them to cover their ears or leave the room if needed.
One step at a time: Cooking in class
If the child does not want to directly participate in cooking class, allow the child to be in the space without cooking. They can watch others set up equipment or prepare simple dishes. You may find it helpful to encourage them to observe quietly and praise them for staying in the space.
Individual accommodations
Adding simple, individualised sensory strategies can make a significant difference to whether a child is able to engage, participate and learn. Consider the following accommodations:
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Offer ear defenders, fidget tools, chew tools, caps and hats to shield eyes or weighted lap pads and make sure children can access these independently.
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Create a quiet haven where children can retreat if they feel overwhelmed.
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Use hand calming activities to help counteract the feel of substances on the skin.
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Teach children how to carry out regulating activities using scaffolding towards independence as needed. If children have an occupational therapy programme, use the strategies suggested.
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Let children know that it is OK to stim. Stimming (also known as self-stimulatory behaviours) can take many forms and is a valuable regulation strategy and an expression of self. Sensory-similar alternatives to their chosen stim are only needed if they are doing harm to themselves or others. You may find this video helpful to learn more about stimming from the perspective of autistic adults.
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