FOOD PREPARATION: IDEAS FOR FAMILIES

Children with visual impairments need as much hands on experience as possible. Although families should not be expected to spend part of every busy day teaching their child in the kitchen, the following are ideas that they can incorporate as comfort and time allows:

a)  Young children can help carry things to the table as handed to them by an adult (unbreakable/non-spillable). “Put this at your place” and “This goes at Mommy’s place” can help them learn that everyone gets utensils, etc. As the child gets older, there will be a gradual transition to setting the table. Have them retrieve the items from the appropriate section of the kitchen (such as utensils out of the drawer) so that they learn where items are kept. Eventually, the child should be expected to set the table unassisted.

b)  Young children should be expected to clear off their own plate and put it on the counter or in the sink.  Keeping the plate level when there is left-over food on it is a task that takes some time to learn. This is true for all children, not just those with visual impairments. Therefore, expect some spillage, but what a great opportunity to teach them to help clean up what they spill! Eventually, they should be able to scrape off their own plate and stack the dish next to the sink. They should be aware that the utensils should be put aside before scraping so that they do not go into the garbage can.

c)  When families are preparing food, children can:

1. Hand utensils as asked
2. Hand ingredients and eventually get them from the cupboard or from the refrigerator if accessible. This teaches them where certain foods are stored. (Keeping items consistently in the same place will facilitate independence in this area.)
3. Find the appropriate pan and learn the name of the pan (loaf pan vs. cookie sheet)
4. Listen as the food making process is described: keep it relaxed and not a formal “lesson”. Simple comments like “The water is boiling” or “It smells done” are very useful.
5. Put food in the microwave and push the appropriate buttons.
6. Open the bread, put it in the toaster and push down the lever; observe the changes in the bread.
7. Help make a sandwich by unwrapping the cheese or taking out the bread. This helps them discover how food is packaged and teaches them to open packages.
8. Observe changes in food by touching it and having it described: water turns to ice; non-whipped eggs to whipped eggs; unmixed batter to mixed batter; uncooked food to cooked food, etc.
9. Learn about food storage and food safety: ice cream goes in the freezer and it melts if it is left out; some food needs to be refrigerated or it’s unsafe; food can get moldy, rotten vegetables feel slimy, etc.

d)  As it becomes age appropriate, children should be EXPECTED to:

1. Pour cereal using a spill tray, such as a cookie sheet.
2. Open cold beverages: practice pouring from a small container in the bathtub or outside; progress to pouring from a small container over a spill tray or the sink.
3. Open simple packages and then reseal them.

Make their own lunch, daily the night before school or on the weekend if it is too busy during the week. This helps the child learn about nutrition, where items are stored, time management for preparation, how to open packages, how to spread, etc.

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