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Teaching Kids to Cook: How Getting Children in the Kitchen Builds Healthy Habits · Stacked Intent: Your Guide to Authentic, Intentional Living

• 0:00
  SPEAKER_01: Hi guys, and welcome to Stockton's Tent.
• 0:02
  SPEAKER_01: I am Becca Stockhouse Morrison, and I look forward to having you join us as we go along with Relationships, Finance, Nutritionist.
• 0:11
  SPEAKER_01: We're going to look at the DNA of how you can take those life and dreams that may be stuck scattered and help you give resources for mapping out the plan.
• 0:23
  SPEAKER_01: My background is in social sciences, and I have a certification for family life education.
• 0:29
  SPEAKER_01: So I look forward to sharing those with you throughout the podcast.
• 0:33
  SPEAKER_01: We're going to have great fun as you tune in each week to become authentically you.
• 0:39
  SPEAKER_01: We're going to look at the ways that you can be your authentic self and be intentional with yourself.
• 0:45
  SPEAKER_01: You'll laugh, you'll cry, and you're going to finish each episode being motivated to live your life more authentically.
• 0:51
  SPEAKER_01: But with these specific episodes, we're going to have a special co-host and we're going to let them introduce themselves.
• 0:57
  SPEAKER_00: Hey, my name is Ashley Childs, and I am the University of Georgia Family and Consumer Sciences Extension Agent for both Hamler and Evans counties in the southeastern part of the state of Georgia.
• 1:09
  SPEAKER_00: And I'm excited to be here today.
• 1:11
  SPEAKER_00: I've got a background in nutrition from an education standpoint and then also from a community standpoint.
• 1:18
  SPEAKER_00: And this is something I'm super passionate about and excited to work with Becca to talk about being more intentional in the food that you choose and the things that you put into your body.
• 1:32
  SPEAKER_01: So, welcome to Stack and Tint, where we're going to discuss and drop some tips from you on intentionally stacking your life.
• 1:39
  SPEAKER_01: And today we're kind of going to talk about kids in the kitchen and how you can include your kids with what you're doing in the kitchen.
• 1:47
  SPEAKER_01: So I am Becca Stackass Morsen, the owner of Stack and Tint, our co-host, Ashley Childs, who helps us cover our nutrition topic and who's the fax agent over in Georgia, or one of them will be hopping on and joining us.
• 2:02
  SPEAKER_01: And then today we're going to be talking specifically about the kids in the kitchen and some tips and even a program that happens with our guest Zoe.
• 2:11
  SPEAKER_01: So Zoe, you want to introduce yourself?
• 2:14
  SPEAKER_02: Sure.
• 2:16
  SPEAKER_02: Hi everyone.
• 2:17
  SPEAKER_02: My name is Zoe Saltamedeva.
• 2:20
  SPEAKER_02: I am family and consumer sciences agent with the University of Georgia Extension.
• 2:26
  SPEAKER_02: And I specifically work in Cobb County.
• 2:29
  SPEAKER_02: It's Marietta Metro Atlanta area.
• 2:34
  SPEAKER_01: Well, thank you.
• 2:35
  SPEAKER_01: We look forward to today.
• 2:37
  SPEAKER_01: So let's get started.
• 2:38
  SPEAKER_01: Our objectives that we're going to kind of talk about with Zoe are how to help kids with self-efficiency in the kitchen, how to maybe even increase their knowledge in the kitchen, how to expose your children and your family and yourself to some new foods, and how the kitchen can even be a bonding experience.
• 3:00
  SPEAKER_01: So let's get kicked off with that first one.
• 3:02
  SPEAKER_01: So, Zoe, tell us about how increasing self-efficiency can happen in the kitchen.
• 3:09
  SPEAKER_02: So I guess the only way to increase self-efficiency or confidence anywhere is by practicing.
• 3:18
  SPEAKER_02: As they say, practice makes everything perfect.
• 3:21
  SPEAKER_02: Practicing, keep doing it, being involved.
• 3:26
  SPEAKER_02: Of course, it's not always perfect.
• 3:28
  SPEAKER_02: It will be trial and error.
• 3:29
  SPEAKER_02: Sometimes you might have something that doesn't work, but yeah, increasing self-efficacy is getting out there in the kitchen, cooking, learning.
• 3:41
  SPEAKER_02: Yeah.
• 3:43
  SPEAKER_01: So how do we do some of the practice and what are some ways that you've seen kids bring some self-efficency through practicing in the kitchen?
• 3:55
  SPEAKER_02: Okay, so I guess I should give a little bit of background on kids in the kitchen.
• 4:01
  SPEAKER_02: So kids in the kitchen is what we call kids in the kitchen virtual cooking club, is a two-hour class that we do here.
• 4:10
  SPEAKER_02: Well, we started it with the beginning of the pandemic because we couldn't, of course, do any programs in person, but it's a two-hour class and it's a virtual class via Zoom.
• 4:21
  SPEAKER_02: Kids register with their families.
• 4:24
  SPEAKER_02: We do require adult supervision because we can't be with every child in the kitchen to prevent any injury.
• 4:30
  SPEAKER_02: So we do require adult supervision.
• 4:32
  SPEAKER_02: They register a week before the class, they will get the recipes that we make, and then during the class, we will make um recipes together.
• 4:43
  SPEAKER_02: So they actually cook with us, so they follow each step with us.
• 4:48
  SPEAKER_02: So we teach knife skills, cooking skills, nutrition, food safety, all that stuff, and those two hours will infuse our Zoom with sprinkle a little bit nutrition, food safety, cooking skills.
• 5:01
  SPEAKER_02: So they actually get to do it with us.
• 5:05
  SPEAKER_02: That's how they increase their confidence.
• 5:10
  SPEAKER_01: So have you watched these kids have their behavior and capacity change while they're in the kitchen?
• 5:19
  SPEAKER_02: Um, they are definitely more um tuned in, more eager to learn.
• 5:26
  SPEAKER_02: And sometimes we are adults, we're teaching kids.
• 5:30
  SPEAKER_02: So adults, as adults, we tend to go a little bit faster.
• 5:33
  SPEAKER_02: So if we go faster, they will be like, hey, can you slow down?
• 5:37
  SPEAKER_02: I'm still do this, I'm still doing doing this.
• 5:40
  SPEAKER_02: And with virtual, again, like I said, we can't be there with everyone, but we still ask them to turn in their cameras so we can observe what they're doing, if they're behind, if they're ahead, if they're caught up.
• 5:57
  SPEAKER_02: So it's interactive.
• 5:59
  SPEAKER_02: We do get to interact with kids.
• 6:01
  SPEAKER_02: Of course, if it's not enough, if it's not a lot of kids, we can let them unmute and then have a conversation.
• 6:09
  SPEAKER_02: If it gets too hectic, they will type in their chat box.
• 6:14
  SPEAKER_02: We also type each step in the chat box.
• 6:16
  SPEAKER_02: So if they missed the step on the camera, they can look in the chat box and read.
• 6:21
  SPEAKER_02: But yes, we definitely have seen um improvement, and we'll also do evaluations, but we've had so we started April 2020, and we had people that will religiously attend every single session.
• 6:40
  SPEAKER_02: Yeah.
• 6:41
  SPEAKER_01: That's awesome.
• 6:42
  SPEAKER_01: So you've kind of seen that self-efficacy kind of grow in their motivations, behaviors, and even in their environment a little bit?
• 6:51
  SPEAKER_02: Yeah, absolutely.
• 6:52
  SPEAKER_02: Well, also during the session, each session, we do ask parents to take pictures during the class so they can send us pictures and feedback.
• 7:02
  SPEAKER_02: And we've heard from parents, oh, my kid is more interested in cooking now, or my kid wants to cook more, and I'm allowing my kid to cook more.
• 7:12
  SPEAKER_02: So my kid wants to do this, or my kid asked me to do this.
• 7:16
  SPEAKER_02: So we also get uh parent feedback.
• 7:18
  SPEAKER_02: That's always feedback.
• 7:20
  SPEAKER_01: Yeah, and not only what age range are these kids typically?
• 7:26
  SPEAKER_02: So uh I think our youngest was four years old, and the oldest was 18.
• 7:32
  SPEAKER_02: Because it's at home, because they participate from their from the comfort of their home, we really can't restrict the age limit.
• 7:41
  SPEAKER_02: That's why we do ask adult supervision, if it's especially younger kids.
• 7:46
  SPEAKER_02: And the reason we didn't put an age limit, we do choose recipes, um age appropriate, I would say appropriate for all ages, but the reason we didn't put the age limit is because it's never too early to get kids involved in the kitchen.
• 8:05
  SPEAKER_02: Sometimes we'll get parents asked, oh, my kid is three and four, and I say, I'm like, you can still participate.
• 8:12
  SPEAKER_02: Of course, you know your kid better, of course, you might have to do most of the stuff, cooking part, but the things like shredding the lettuce, you can give it to your child.
• 8:24
  SPEAKER_02: Washing fruits and vegetables, you can give to those three and four-year-olds.
• 8:28
  SPEAKER_02: So there are still ways how you can involve your kids, yeah.
• 8:33
  SPEAKER_02: And that can also like help them build that confidence early on, especially if an adult trusts them with some kind of task so they feel responsible.
• 8:45
  SPEAKER_01: So, how early did you start helping in the kitchen?
• 8:49
  SPEAKER_02: So I actually started, I wouldn't say I started early.
• 8:56
  SPEAKER_02: Um, I think I was like 11, 12 when I started going in the kitchen, and honestly, like no one taught me.
• 9:05
  SPEAKER_02: Um, I didn't grow up here, so my mom had to go to a funeral, and at home it was me and my younger brother, and we were like hungry, so I'm like, okay, let me get in the kitchen.
• 9:17
  SPEAKER_02: And I do remember, I guess I don't even know how I got so confident.
• 9:21
  SPEAKER_02: I was making this like traditional fried bread.
• 9:26
  SPEAKER_02: I was 11, 12, and I like threw the bread, the dough, and the oil, and it got like splattered.
• 9:33
  SPEAKER_02: It's not a good story, but I I just like got in there, and that's my first memory of like when I started cooking.
• 9:42
  SPEAKER_01: Sounds like it made it important to you too of teaching kids how to be in the kitchen.
• 9:48
  SPEAKER_01: I remember being in the kitchen little, probably little than that, but my I was always under my mom's feet learning things.
• 9:57
  SPEAKER_01: Yeah, yeah.
• 9:58
  SPEAKER_02: And then another also like um during grad school, I used to babysit a lot.
• 10:06
  SPEAKER_02: And when I babysat, I guess I'm passionate about child nutrition.
• 10:12
  SPEAKER_02: And there was one family where the oldest kid wouldn't eat anything except chocolate milk, and the youngest kid would eat everything, and the youngest kid was two, and the oldest was four.
• 10:25
  SPEAKER_02: So I'm like, oh, this is an opportunity for me to like expose the younger one to new foods.
• 10:30
  SPEAKER_02: And I remember I gave the new kid the two-year-old uh hummus first time.
• 10:35
  SPEAKER_02: He spit it out, but I kept giving it.
• 10:38
  SPEAKER_02: And then one day I get a video from his mom and like, oh, look, who loves his hummus?
• 10:43
  SPEAKER_02: So the younger one started eating hummus, and then another family, it was three kids, so in the evenings they would want to eat ice cream or dessert.
• 10:52
  SPEAKER_02: So I was like, hey, let's do smoothie instead.
• 10:56
  SPEAKER_02: And they're like, Oh, yes, let's do smoothie, and they're like, Oh, can we add this?
• 11:01
  SPEAKER_02: Can we add this?
• 11:02
  SPEAKER_02: I was like, sure, and then they made the smoothie, they drank the smoothie, and it was like, oh, we're gonna leave some for our parents to try.
• 11:11
  SPEAKER_02: So they got excited about that, and I think it's because they feel that adults can trust them in the kitchen, adults can trust them, make their own decision, and I think they were also excited when I was like, Yes, you can like let's be creative in making the smoothie.
• 11:29
  SPEAKER_02: What should we make?
• 11:31
  SPEAKER_01: So and I feel like you're giving them some control of what they're eating to you.
• 11:36
  SPEAKER_01: Yeah, exactly.
• 11:37
  SPEAKER_01: Giving it to them, yes, I think that always makes a difference, and it's part of what helps you in the kitchen, yeah, even as an adult, making the decision you're eating, yeah.
• 11:49
  SPEAKER_02: And another reason why I like involving kids in the kitchen is because also if you do give them a choice, hey, what vegetable do you want?
• 11:59
  SPEAKER_02: Do you want this vegetable or this vegetable?
• 12:02
  SPEAKER_02: Because they picked it, they're more likely to eat it, versus if you tell them you need to eat this.
• 12:08
  SPEAKER_02: So and then also because they made it, they will take pride in what they made and they're more likely to eat it.
• 12:16
  SPEAKER_01: Yeah, I think that's very, very true.
• 12:20
  SPEAKER_01: So definitely helps with the motivation, that behavior, and that social environment for what they eat in the kitchen.
• 12:28
  SPEAKER_01: So, on that, how do you teach nutrition in increasing the knowledge of nutrition?
• 12:38
  SPEAKER_02: So, each recipe we do try to choose a healthier version of the recipe with whole grains, with fruit.
• 12:47
  SPEAKER_02: So during the like while we're cooking, we will be saying, hey, we're choosing whole grain because it helps you stay fuller longer because you're getting the fiber from whole grains.
• 12:57
  SPEAKER_02: And then whenever we're making recipes with different fruits and vegetables, like hey, we want to eat a variety of fruits and vegetables because different colors have different vitamins and minerals.
• 13:09
  SPEAKER_02: So it's not formal, it's informal, but like we're infusing our cooking class with those nutrition and food safety information.
• 13:19
  SPEAKER_02: And then with food safety, also like hey, let's wash our hands for 20 seconds.
• 13:24
  SPEAKER_02: If we're making something with meat, hey, we just touched the meat, let's go wash our hands again.
• 13:30
  SPEAKER_02: Let's put our uh meat cutting board and knife away.
• 13:33
  SPEAKER_02: Let's get a new cutting board because we don't want to spread that bacteria.
• 13:37
  SPEAKER_02: If we're cooking meat, hey, make sure you're checking the temperature of the meat.
• 13:43
  SPEAKER_02: Chicken is 165, so that's how we teach.
• 13:49
  SPEAKER_02: And it's mostly repetitive.
• 13:51
  SPEAKER_01: Hey, that's okay.
• 13:52
  SPEAKER_01: Yeah, repetitive is how we learn things.
• 13:55
  SPEAKER_01: So, why do you think it's important to teach them the food safety aspect of it?
• 14:00
  SPEAKER_02: Oh, because I think most people I will just go with washing chicken.
• 14:07
  SPEAKER_02: That's like the biggest shock when you tell people not to wash chicken, that's the biggest shock.
• 14:13
  SPEAKER_02: They're like, oh, but my grandmother always used to um wash the chicken.
• 14:19
  SPEAKER_02: So it's important because food safety is just as important as nutrition to keep us healthy and safe because we don't want them to get foodborne illnesses.
• 14:30
  SPEAKER_01: So, why should somebody not wash the chicken?
• 14:33
  SPEAKER_02: Because if you wash chicken, you are more likely to spread bacteria than um not washing it, and washing it will not get rid of the bacteria.
• 14:43
  SPEAKER_02: So, cooking chicken to the correct internal temperature is the right way, the only way to say if it's done, and also mid-thermometer highly recommended because um if you don't have a mid-thermometer, you're more likely to overcook your chicken.
• 15:02
  SPEAKER_02: So, mid thermometer is a very useful tool, and then then you help you not up to help you not overcook, but also make sure that it's cooked to correct temperature so you don't get uh food sick uh foodborne illness.
• 15:19
  SPEAKER_01: What's the correct temperature for chicken?
• 15:22
  SPEAKER_01: 165.
• 15:24
  SPEAKER_01: So it's making sure that you measure all that.
• 15:27
  SPEAKER_01: So are y'all teaching kids how to take temperatures in the correct way?
• 15:30
  SPEAKER_02: Yes, so if they have a thermometer, yes, and we used to do well, we did a camp, like virtual cooking camp, the last two years, and we actually did give them mid-thermometers.
• 15:45
  SPEAKER_02: Of course, we can't give it to everyone, but whenever we're cooking with chicken, we will show them hey, this is a mid-thermometer, this is where you can find it, this is how you measure.
• 15:58
  SPEAKER_01: Yeah, yeah.
• 15:59
  SPEAKER_01: That's definitely an important aspect of your food safety and washing hands, the nutrition.
• 16:06
  SPEAKER_01: So you're just giving them that basic information for understanding that what we put in our bodies, it may be just changing your pasta from a white pasta to a whole green pasta.
• 16:21
  SPEAKER_01: Yes.
• 16:22
  SPEAKER_01: Is a lot of times you can't even tell a taste when you do that.
• 16:25
  SPEAKER_01: Yep.
• 16:26
  SPEAKER_02: And then especially if you're even like starting to just switch, you don't even have to switch at all.
• 16:33
  SPEAKER_02: You can do like half and half to begin.
• 16:36
  SPEAKER_02: I think, well, I guess I'm relating to adults now.
• 16:39
  SPEAKER_02: Whenever adults want to make a some kind of eating habit change, they want to go all in, which in the long run is not sustainable.
• 16:48
  SPEAKER_02: So make small changes.
• 16:50
  SPEAKER_01: Why is it not sustainable to go all in?
• 16:54
  SPEAKER_02: I think it can be very overwhelming.
• 16:57
  SPEAKER_02: Like if you're used to eating white pasta at all times, yeah, you might switch to whole grain pasta.
• 17:06
  SPEAKER_02: Like go tall cold turkey or everything to whole grain right away.
• 17:10
  SPEAKER_02: Eventually, if you fall off track, you will go back to your white pasta.
• 17:15
  SPEAKER_02: Versus if you do have and have it's not noticeable, and then slowly, I think slow and steady wins the race, as they say.
• 17:25
  SPEAKER_01: That's very true.
• 17:26
  SPEAKER_01: I think making small shifts over time gives you a easily transition.
• 17:33
  SPEAKER_02: Exactly.
• 17:34
  SPEAKER_02: And like I again I'm relating to adults, but the diet culture right now, everything, and then they start like switching everything sugar free, salt-free, whole grain, or uh gluten-free, dairy-free, and then they can do it for like a little period of time, but again, in the long term, it's not sustainable.
• 18:01
  SPEAKER_01: It's not sustainable, and you don't know how to really just make subtle changes.
• 18:07
  SPEAKER_02: Yeah, yeah, yeah.
• 18:09
  SPEAKER_01: So, exposing kids to new foods, how do y'all do that through the program?
• 18:15
  SPEAKER_01: How can parents do that at home?
• 18:17
  SPEAKER_02: So I love all the foods and I love trying new foods.
• 18:22
  SPEAKER_02: So um, I think the way we expose is we just choose recipes.
• 18:28
  SPEAKER_02: Like last year, we actually did a theme around the world.
• 18:31
  SPEAKER_02: So each month we chose like different countries, so we did recipes from different countries, and then um so that's probably one way they are exposed to different recipes and different foods, right?
• 18:44
  SPEAKER_02: Well, that's actually the main way they are exposed in the during cooking club to new foods.
• 18:51
  SPEAKER_02: Um, so yeah, we choose we try to choose like recipes that not your typical recipes.
• 18:59
  SPEAKER_02: Like we make pop offers, we made um Japanese cabbage pancakes.
• 19:05
  SPEAKER_02: Um what are the cabbage pancakes?
• 19:10
  SPEAKER_02: It's cabbage pancakes and it's so easy.
• 19:13
  SPEAKER_02: I think you take um you make a little batter, but then you put coleslaw mix in it, and then you like slightly fried on each side.
• 19:28
  SPEAKER_01: That sounds interesting.
• 19:30
  SPEAKER_02: Yeah, so we made um sesame noodles, we made uh teriyaki chicken, we made greek quinoa balls or uh pasta balls, we made um well recently we made white chicken chili, but yeah, so we just try to choose different recipes that they not your typical recipes, I would say.
• 19:58
  SPEAKER_01: So if a parent wanted to try new foods in their house, what would you recommend they do to help get those foods in the house?
• 20:06
  SPEAKER_02: Um if a parent wants to try a new food, I mean if whenever you're grocery shopping, if you see some kind of new fruit or vegetable, don't be afraid, just pick it up and try it.
• 20:18
  SPEAKER_02: That's probably the easiest way or simplest way.
• 20:22
  SPEAKER_02: But then the other way is just look for new recipes.
• 20:27
  SPEAKER_02: So new recipes is a way to try new methods of preparation.
• 20:32
  SPEAKER_02: I love um adding well with new recipes.
• 20:37
  SPEAKER_02: I was gonna say, instead of making like your regular pasta, just add a lot of different vegetables, it will be a different taste and different texture.
• 20:48
  SPEAKER_01: So is recipes the biggest way that you found new foods?
• 20:56
  SPEAKER_02: A new way.
• 20:58
  SPEAKER_02: Well, I also love eating out, so that's other way.
• 21:02
  SPEAKER_02: Um, but recipes, yeah, recipes, and then if I see so I guess I'm fortunate enough to have two Asian markets not far from me.
• 21:13
  SPEAKER_02: So every time I see new fruits or vegetables there, I'm just like, oh, I want to try this, so I'll try.
• 21:20
  SPEAKER_02: Yeah, and then um there was one thing else I said, but I will come back.
• 21:31
  SPEAKER_01: So where do you find your new recipes?
• 21:35
  SPEAKER_02: We just um well when we did around the world, we were like, oh, which recipes like should we do?
• 21:42
  SPEAKER_02: Or like what are the like popular, like we know Chinese dishes are always popular.
• 21:48
  SPEAKER_02: So like, oh let's find a healthier version.
• 21:50
  SPEAKER_02: So we'll find the recipe that like seems good and easy to me, not too um too complex.
• 22:00
  SPEAKER_02: And also doesn't have a lot of ingredients because we also try to keep our recipes budget friendly.
• 22:08
  SPEAKER_02: So, like I know some easy dishes can require saffron and it's an expensive ingredient, so we wouldn't recommend like or we wouldn't choose a recipe like that.
• 22:19
  SPEAKER_02: So we try to choose something budget-friendly and something that we haven't done before that might teach them a new skill.
• 22:31
  SPEAKER_01: That's a good one of teaching kids new skills as they are learning new recipes.
• 22:40
  SPEAKER_01: So, what are some of those ways of what's a new food that you can recall that y'all maybe exposed a kid to that a parent told you about?
• 22:50
  SPEAKER_02: Um, well, we did crispy tofu and green beans.
• 22:53
  SPEAKER_02: So I feel like tofu, a lot of people are like, ooh, tofu.
• 22:58
  SPEAKER_02: Um, I remember, so we did crispy tofu and green beans, and then we did soy uh sesame noodles.
• 23:05
  SPEAKER_02: That was for our Asian, and um we got the feedback from a mom, and the mom is like, oh, my son tried tofu, he didn't like it so much, but he loved the beans.
• 23:18
  SPEAKER_02: Uh, the sesame noodles and the beans.
• 23:21
  SPEAKER_02: I was like, okay, well, you don't, we don't expect you to like everything we make.
• 23:26
  SPEAKER_02: Um, but at least you tried it.
• 23:30
  SPEAKER_02: Oh, that's what I was gonna say.
• 23:31
  SPEAKER_02: Also, with kids, if you have little kids, if your kid doesn't like something the first time you give them, please don't stop giving to them.
• 23:39
  SPEAKER_02: That's how you raise picky eaters.
• 23:42
  SPEAKER_02: Um, keep giving it to them.
• 23:44
  SPEAKER_02: It takes seven to eight tries for a kid to start liking something.
• 23:49
  SPEAKER_02: Like my story with hummus with a two-year-old.
• 23:53
  SPEAKER_02: First time I gave his spirit out, but I kept giving it to him, and then eventually he loves, loved his hummus.
• 24:01
  SPEAKER_02: And then another one is don't force your kids to eat, offer it to them, and hey, try it, offer it and then encourage to try.
• 24:13
  SPEAKER_02: That's what we like to say.
• 24:14
  SPEAKER_02: I like to say encouraged to try.
• 24:16
  SPEAKER_02: Hey, try this, and then if they tried it, oh thank you for trying.
• 24:22
  SPEAKER_02: But every time they try, thank them for trying, but don't force them because that's if we force them, that's how we I guess create picky ethers, and also they associate something good with something bad.
• 24:38
  SPEAKER_01: Yeah, forcing kids to try never, I think that's where you end up with overeaters and you end up or you end up with the opposite, somebody that just won't try anything because they were picky ethers, yeah.
• 24:56
  SPEAKER_01: Okay.
• 24:57
  SPEAKER_01: So our last topic we're gonna be talking about is bonding with the family.
• 25:04
  SPEAKER_01: So, how does this being in the kitchen, eating meals together, how does that create bonding time?
• 25:11
  SPEAKER_02: So, when we first started a cooking class, that was not our goal.
• 25:15
  SPEAKER_02: We didn't even think about bonding, but then after the first six months or the first year, we got a lot of feedback from parents saying, Oh, this has been like the favorite thing for me and my child to do.
• 25:29
  SPEAKER_02: It brought my child and my daughters to like two of my daughters together, or it brought me and my child closer together, and then we thought about it like, yes.
• 25:39
  SPEAKER_02: Um, I think during class, oh, also there was uh, I remember one of my favorite observations.
• 25:47
  SPEAKER_02: We were making sweet potato fries and sweet potatoes are hard to cut for a child for adults, so you can imagine how hard it is for a child.
• 25:57
  SPEAKER_02: And on camera, the dad was like standing holding the daughter's hand and like helping her.
• 26:03
  SPEAKER_02: I was like, oh.
• 26:05
  SPEAKER_02: And um, I think, well, I know, I think parents know that they need to be teaching their kids to cook and be in the kitchen and everything.
• 26:17
  SPEAKER_02: But I think um if it wasn't for class, most of the time parents would not involve them because it is time consuming to involve your children in the kitchen, because parents can think, oh, by the time I have you do this, I would be finished, or by the time I show you this, I will be finished.
• 26:39
  SPEAKER_02: So I think it's patience, lack of patience can be lack of patience for adults, but during the class they have no choice, they signed up for it.
• 26:47
  SPEAKER_02: So, and because we are teaching kids, they are parents stay standing there, observing, helping.
• 26:56
  SPEAKER_02: Um, so yeah.
• 26:58
  SPEAKER_01: I think that's awesome.
• 26:59
  SPEAKER_01: I think that's very true.
• 27:00
  SPEAKER_01: I think sometimes it's parents or us in day-to-day, we just think we get so so busy, and it's my just a couple more minutes.
• 27:11
  SPEAKER_01: My mom used to always involve us and not do things before we went to bed.
• 27:15
  SPEAKER_01: And my grandmother would tell her, you realize if you just put them to bed and do it, it'd take you half the time.
• 27:22
  SPEAKER_02: Yes.
• 27:22
  SPEAKER_01: And my mom's like, but then they don't learn it.
• 27:25
  SPEAKER_02: So yeah, absolutely.
• 27:27
  SPEAKER_02: And then especially like during the weekday, I think it's the last thing the adult wants to do to spend extra time in the kitchen with their child when they all they want to do is just finish their food and it'd be relaxed.
• 27:44
  SPEAKER_02: But with the class, we do it 5:30 to 7.30, so it's not too late.
• 27:49
  SPEAKER_02: And we choose, we usually do two recipes that they can finish in two hours.
• 27:56
  SPEAKER_02: So, and then with this, I think for parents, what's why parents are sold is because at the end of the class the dinner is made for the family.
• 28:07
  SPEAKER_01: So I think that one that one goes back to what age the kids are because this may be that you're able to start training them to cook a meal a week by themselves.
• 28:20
  SPEAKER_02: Yeah, yeah, definitely.
• 28:23
  SPEAKER_02: So if it's an older kid, definitely, and like I remember um it's also fun to watch the kids that have been like there since the beginning.
• 28:34
  SPEAKER_02: It's fun to watch them grow, get older, because we have one participant.
• 28:41
  SPEAKER_02: I think she was five when she joined.
• 28:42
  SPEAKER_02: So this is our third year, she is seven now, and like you see the pictures when she was five.
• 28:48
  SPEAKER_02: It's like, oh my gosh, she was little, and now you look, I was like, Oh wow, she's grown so much.
• 28:54
  SPEAKER_02: And I feel like I'm staying the same.
• 28:58
  SPEAKER_01: That probably that is cool.
• 28:59
  SPEAKER_01: That's probably cool for her, but I mean, that's seeing how this program really does help kids get involved in that kitchen.
• 29:10
  SPEAKER_02: Yeah, and then the bonding time also I wanted to add another feedback that we've got from parents is like, oh, like we didn't know that we like enjoy this, and one parent's like, I'm not sure if it's my child or me who looks more forward to it.
• 29:29
  SPEAKER_01: That's cool.
• 29:30
  SPEAKER_01: So it sounds like I'll help some parents find maybe what they uh like to do together.
• 29:36
  SPEAKER_02: Yeah, for sure.
• 29:38
  SPEAKER_02: And then um, yeah, and it's like we are teaching our goal is to teach kids directly, but indirectly we're also teaching parents because parents like, oh, I didn't know that, or parents will like they're involuntarily, I would say, involved.
• 29:57
  SPEAKER_02: Some parents, some parents are there voluntarily to supervise, but I also remember we were doing a whole grain lesson, and you can see on the camera the whole family was standing around and like watching the video.
• 30:10
  SPEAKER_02: I was like, oh wow, that's cool.
• 30:13
  SPEAKER_01: Yeah, yeah, I think sometimes that's one thing we see is it's not necessarily that parents and grandparents don't want to teach something a certain way, but it's that they don't even know themselves.
• 30:28
  SPEAKER_02: Yeah, they don't even know themselves or and I think kids are a biggest motivator for their parents.
• 30:37
  SPEAKER_02: I think parents want to do better because of their kids.
• 30:42
  SPEAKER_01: So that's very true, that's very cool.
• 30:47
  SPEAKER_02: Yeah.
• 30:47
  SPEAKER_01: So before we recap, Zoe, is there anything else on those aspects or the bonding of family that you would add?
• 30:56
  SPEAKER_02: Um I know, I just have some quotes if you want me to read.
• 31:00
  SPEAKER_02: Those are my favorites that we got from parents.
• 31:04
  SPEAKER_02: Um one parent said it was a great opportunity to spend one-on-one time with my daughter.
• 31:11
  SPEAKER_02: We have both learned so much about cooking and each other.
• 31:15
  SPEAKER_02: She looks forward to cooking for the family and is very proud of her work.
• 31:20
  SPEAKER_02: The other child said it was such a fun thing to do with my sister.
• 31:23
  SPEAKER_02: I found out that cooking together was a hobby of ours.
• 31:27
  SPEAKER_02: We've been making things together ever since.
• 31:30
  SPEAKER_02: And then um, this is that this is a good experience and awesome to do with friends and family.
• 31:37
  SPEAKER_02: You try and you learn new things.
• 31:39
  SPEAKER_02: Oh, friends and family, another thing.
• 31:40
  SPEAKER_02: We had a girl who was also coming since April 2020, and now she comes with friends.
• 31:48
  SPEAKER_02: That's cool.
• 31:49
  SPEAKER_02: Yeah, now I think like and I think they gather at her house and cook together at her house.
• 31:56
  SPEAKER_01: That's cool.
• 31:56
  SPEAKER_01: So not only are you reaching like a little group, you've grown it to where you're even they're even having things together.
• 32:04
  SPEAKER_02: Wow.
• 32:05
  SPEAKER_02: Oh, yeah, yeah, yeah.
• 32:06
  SPEAKER_02: And we had a lot of kids say, oh, parents say, Oh, my kid is like telling it to all her friends and asking her friends to join.
• 32:17
  SPEAKER_02: Yeah.
• 32:18
  SPEAKER_01: That's cool.
• 32:19
  SPEAKER_01: That's really cool.
• 32:20
  SPEAKER_01: Oh, yeah.
• 32:21
  SPEAKER_01: So the recaps we've got from what we hope y'all got out of some of these objectives was to help your kids with their self-efforts in the kitchen by learning those motivations, their environments, and their behaviors.
• 32:37
  SPEAKER_01: Um, then you're also increasing your knowledge and your children's knowledge in the kitchen.
• 32:43
  SPEAKER_01: Then you may even learn and expose your family to some new recipes or meals that y'all eat in a day and some new foods along the way that you might not have known that you liked.
• 32:55
  SPEAKER_01: Or you may find that this is a great bonding experience, whether it be a parent child, a grandparent child, or like the sisters that you talked about.
• 33:06
  SPEAKER_01: So those are all awesome.
• 33:08
  SPEAKER_01: So to cap us off, tell us just a little bit more about what Kids in the Kitchen is, how somebody would get involved if they wanted to be a part of it.
• 33:19
  SPEAKER_02: Okay.
• 33:20
  SPEAKER_02: So Kids in the Kitchen is a virtual cooking club.
• 33:23
  SPEAKER_02: We use two hour live cooking, um live cook along Zoom sessions.
• 33:30
  SPEAKER_02: Each session we do two different recipes and we teach food safety, nutrition, and cooking skills to increase their uh confidence in the kitchen and self-efficacy in the kitchen.
• 33:43
  SPEAKER_02: And you can do it from the comfort of your home.
• 33:46
  SPEAKER_02: You do not have to be in Georgia because it's virtual, you can be anywhere in the country.
• 33:52
  SPEAKER_02: Um, we do it once a month, usually on the last Saturday, on the last Tuesday of the month from 5:30 to 7:30 p.m.
• 34:04
  SPEAKER_02: Eastern uh Eastern Standard Time.
• 34:08
  SPEAKER_02: Um you can sign uh UGA Kids in the Kitchen Virtual Cooking Club, maybe, but the link is HTTPS um t.
• 34:21
  SPEAKER_02: Well, I guess you can just do t.uga.edu slash eight e y.
• 34:27
  SPEAKER_02: I know it's a little complicated, but you do have to register because in Georgia we have to follow some um 4H rules, so you do have to register, but we'll put the link in the notes.
• 34:44
  SPEAKER_02: Becca will put the link in the notes, but you can also follow UGA Cub extension on Facebook.
• 34:51
  SPEAKER_02: We do have Flyer on Facebook, and yeah, and we are actually doing it, we're partnering with other counties with Monroe County, Rockdale County, and Fulton County.
• 35:08
  SPEAKER_02: And we all do it together once a month in Georgia, but we've also were able to partner with the University of Idaho.
• 35:16
  SPEAKER_02: I guess I haven't mentioned that.
• 35:18
  SPEAKER_02: So a couple of agents in Idaho do the same thing as well.
• 35:25
  SPEAKER_02: And I think they do it on Thursdays.
• 35:28
  SPEAKER_01: That's really cool.
• 35:29
  SPEAKER_01: I didn't realize y'all partnered with Idaho.
• 35:32
  SPEAKER_02: Yeah, yeah, yeah.
• 35:33
  SPEAKER_02: So they do they've been doing it with us for two years now.
• 35:36
  SPEAKER_02: Yeah, and then Fulton and Monroe Counties just joined this year, and Rockdale has been doing it since September 2020 as well.
• 35:47
  SPEAKER_01: Very cool, very cool, Zoe.
• 35:50
  SPEAKER_01: Well, we appreciate you sharing with us about the kids in the kitchen today.
• 35:55
  SPEAKER_02: Well, thanks for having me.
• 35:57
  SPEAKER_01: Welcome.
• 35:58
  SPEAKER_01: Our call to action to those of you that listen to this podcast is a get involved in the kitchen with kids.
• 36:05
  SPEAKER_01: Find a way, whether it's they're little or not, find the age-appropriate tasks and find what those look like.
• 36:13
  SPEAKER_01: And then be intentional about involving your kids in choosing the healthy meal.
• 36:20
  SPEAKER_01: Because sometimes if they help you choose that recipe, they're more likely to possibly try it.
• 36:27
  SPEAKER_01: So that brings us to the end of our episode, and we hope that you enjoy and get something out of this episode.
• 36:40
  SPEAKER_01: That brings us to the end of this episode of Stacked Intent.
• 36:44
  SPEAKER_01: If you love this episode as much as added, head on over and rate and subscribe so you will never miss an episode.
• 36:52
  SPEAKER_01: New episodes are going to be dropped on Thursdays.
• 36:55
  SPEAKER_01: Until then, this is Beckett.
• 36:57
  SPEAKER_01: And don't forget, enrich your life by being in Title.
• 37:03
  SPEAKER_01: This podcast was created, produced, and recorded and edited by Stafford.