ABSTRACT
This chapter explores how cooking can be introduced into provision. When children start cooking there will be elements which may make adults anxious and which may pose risk to the children. Once we feel confident that the children can manage the area and use the equipment safely, the cooking and snack areas are great areas for the children to work independently. When the children are cooking independently the may be times when teachers and practitioners observe the children and spot teachable moments where they can make a difference and offer direct teaching which they feel will benefit the group. The children cooking were the head chefs but they could go to the sous chef for help if needed. One method that schools involved in the cooking project found successful was for teachers and practitioners to work a new recipe with a group of children and then use those children to teach the next group and so on.
