Lesson #1, Special Education Now, Part 2

Yeast Dough, The 'Special' Child's Key to the Kingdom. 
 

The use of scientific terminology becomes an everyday event in the world of yeast dough. It must. The brain must be stretched beyond its present capacity. The excitement begins anew. The periodic table will be mentioned . It is about symbols and new scientific terms. Introducing unfamiliar words such as these becomes familiar, eventually, with the child and fun also. The mind of a special child cannot and must NOT be wasted. It is a precious commodity. Time wasted can never be retrieved for any of us. It is especially true for the learning disabled.The use of crosswords puzzles and poems generates excitement in the study of yeast dough, making it and creating its  'yummy' masterpieces afterward.

In this first lesson, many questions will be and must be asked. It forces 'quiet' children, made idle in their thinking by others, over the years, perhaps, to begin the process of speaking and interpreting the event. Scientists spend their whole waking lives thinking and asking questions of themselves and others to solve world problems and invent new thinking. Yeast dough is such an enterprise and much more, an exciting beginning for the most vulnerable among us.

Every child's thinking must be 'heard'! It's a must when working with yeast dough. Being a special learner is a unexpected learning path with formidable learning challenges ahead. Focus and language are top on the list. Yeast dough is like no other activity. It is safe, inexpensive, a training ground for a future life of success. Th child's altered landscape has been brought on by circumstances beyond his control:- prematurity, neglect, poverty, poor self-esteem, to name a few. Yeast dough is cognitive daily fun. The hand /mind connection feature prominently with yeast dough.

Find bread /baking books with pictures depicting ingredients found in pizza, bread, pretzels, rolls. These are commonplace foods found in everyday life, foods that each child will make one day, on their own, for family dining pleasure. Interest is generated in this manner. “You will do it. We will show you how.”

Making yeast dough is time compatible as dough can refrigerated or frozen till ready to use. More later...Keeping detailed notes of each session, with duties and names recorded, demonstrates to child the importance of reading and writing. Interest in letters will follow as each child realizes their importance in crafting the products made from dough.

Repeating the same recipe gives comfort to each child as many products can be made from one plan. With experience and courage, new recipes can be used as experience grows with each child. The most challenging of all – danish, croissant and strudel – can be introduced as they depend upon complex techniques that will be mastered easily once the Momsey knows how!

An adult helps establish the learning parameters for the child and keeps certain steps safe such a deep fat frying (doughnuts) and baking )pizza, bread etc.) The alphabet is not important as yet. Their use will happen through dialogue during dough sessions. They will fit in later but now only pictures will do. Yeast dough is about brain stimulation, higher order thinking, solution building, self-confidence, language development - an endeavour like no other! A special needs child deserves nothing less!

Lesson #1 - Special Education Now, - Part 1

The rules of the pandemic has thrown the world into turmoil. Younger children labelled special needs and their families have been affected in ways never before imagined. What to do when learning is interrupted for these learners will be discussed here.

Momsey is a former special needs teacher and mother of three former premature male babies. Our oldest was born over three months too soon and not expected to live. Today, decades later, he is a marvel to watch as he assembles the world around him.  

These special ed. children require concrete hands-on learning to understand the concepts of thinking and math. Adding conversation begins the practice of understanding language and its rules, spelling, thoughts and ideas to complete the cognitive landscape. Focus and language make for a happy child and life.

Lesson #1. -Part 1 and 2.. Yeast Dough, Engagement like no other

WASH YOUR HANDS. .... We did it before the pandemic arrived so doing it now makes more  sense. It's a must in this coronavirus planet. Keep washed hands away from your face, hair, nose and other objects. A must. Cleanliness is always a top priority when handling food. It's even more important now with the virus lurking around the corner. Children can be reminded to keep freshly washed hands up in the air as a surgeon would before performing surgery. (I have seen this happen when a lesson was interrupted when a dog entered the classroom for show and tell! Quite a remarkable feat for children so young) Hold them to a gold standard. They will not disappoint!

Have a clean area in the kitchen or in a room with floors that can be easily cleaned. Wet flour does get messy. Two Rubbermaid containers for very warm soapy water and warm water for rinsing. Paper towels preferred. Following the rules is a must. (So many musts!!) There is form and structure to it all. Questions are random and ongoing throughout this 'cognitive' exercise. Ask children to ask you questions about what 'we' are doing when the lesson is finished. This creates a change of pace and play.  Reverse role playing of sorts where the student becomes the teacher.  Life is full of random, sometimes horrific, events. Think pandemic!

On a clean table, make the yeast dough. Let it rise! Ask the questions involving sight, hearing, touch, smell. Taste is another matter in time. A yeasted dough is a tool for higher order thinking. It is a scientific experiment like no other.  Nothing reflects 'abstract' thinking better for a young special needs child. Nothing. It is safe, inexpensive and transferable in any place with a caring adult in charge. Techniques are learned that translate into sought after job skills later in life and in 'school'.

Yeast dough is about 5-sense brain stimulation. Higher order thinking, language acquisition and development and the art of questioning are the engines that drive the program. It is not about baking though the children will believe it so. That's the hook. 

Always wash hands after leaving area to return later. The importance of this step can never be underestimated. ... Follow any recipe for basic bread dough using yeast, water, salt and sugar. The 'teacher' makes a kneaded dough for her students to see, hear, feel, touch and smell. The dough is kneaded for 5 minutes then allowed to rise and grow- over 1 hour- in an oiled bowl . The kneading technique of pushing, turning and folding takes 5 minutes or so to complete. Then magic happens.

As the dough sits in the bowl, having risen to double its size, the children are asked a series of questions pertaining to what they see, smell, hear, touch and lastly, taste (when products are baked) in the dough in front of them. Focus and verbal engagement are critical to the building of higher order thinking. Yeast dough accomplishes this. Children are engaged fully while their thinking is engaged.

Before reading or writing can begin, conversation must be forthcoming throughout the child's learning day - everyday! ...Those critical life skills can wait till ready!  What are you doing? Why? Explain, please. What do you think? How did that happen? Why did it happen? Refrain from answering for the child. The child must be allowed to stumble when speaking and to question all in attendance. After all, life is about helping one another. Words must begin to 'flow' from the child. This is the beginning of thought! Colouring and copying serve no useful purpose other than to waste child's time and attention. Can be done in 'off hours'. Time is a precious commodity for all! Use it wisely in the first place.

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PUNCH DOWN THE DOUGH. Allow each child to punch down dough. Dough will not be used other than for demo purposes. The excitement is palpable as dough deflates. Again, what do you see, hear, smell, feel? What has happened here. Do you know why? Ask questions. Record all words from each child, sequentially, in a journal. Record date. When class begins tomorrow, all names must be recorded daily to monitor what steps were carried out by each child. Keeping records allows each child to know what he /she has accomplished and to introduce novel experiences, as required, thereby building upon previous learning - as in real life!