We noticed in one of the school’s kindergarten classes that they had brought in materials to create a small cafe. Those students who attended our program were so excited to tell us about it in our after-school program, and were asking Barbara and I if they could make coffees for us! We took this as an opportunity to do what we do best and create a large scale sensory experience!
We used:
• Fake ice cubes
• Iced coffee cups donated from a local cafe
• Coffee and juice jugs for pouring
• Large stainless-steel bowls and strainers
• Coffee mugs
• Barista aprons
• Coffee filters
• Hot cups and lids
• Stirring spoons
• Sugar
• Measuring Cups
• Water and white paint to mimic milk/cream
• Empty containers of coconut milk and honey as additive alternatives
• Colouring materials to make menus and cafe signs
• A cash register filled to the brim with play coins
As they started to explore the station, Harvey and Niall instantly gravitated towards the cashier station and started to organize their profits. Parker and Lila worked in the creativity corner as they wrote and designed menus that incorporated $1000 fruit salad and $10 fresh pressed apple juice. Parker’s reasoning for the inflated price on fruit salad is because “fruit salad is the best item” on the menu and “that increases its value”.
A large group of other children took turns mixing coffee, juice, milk, and sugar to create their own cafe creations. Some of the drinks ended up with a thick layer of sugar sludge that added an extra exfoliating sensory experience at the end.
In order to create the coffee’s deep, rich profile, we mixed beans in a bag with black and brown paint, then shook them together and strained them into a large stainless steel bowl, then transferred the brewed gold into a coffee pot. Some of the children used the dress up box to turn into customers at the cafe. The cafe’s order fulfillment time was definitely a little longer than your average coffee shop, but it was a much more robust experience. Make sure when you’re in the neighbourhood, that you stop into Kindergarten Cafe!
Developmental Learning Opportunities obtained during this experience are:
• Social: Friendship- We saw new partnerships emerge as our children worked together to run Kindergarten Cafe. Niall and Harvey worked together to run the checkout, while Kaitlyn, Lila and Parker worked on signage and menus.
• Social: Cooperation and Helping Skills- With limited supplies in the maker station, the children needed to work together to equitably share the materials so everyone was included and satisfied in their creations. For example, Olivia went around with the coffee pot to make sure that everyone had a little bit while the next batch was being brewed by Josie and Millie.
• Emotional: Positive Attitudes Towards Learning, such as Persistence, Engagement, Curiosity, and a Sense of Mastery- Our classroom holds an intrinsic curiosity for learning and it’s never clearer than with activities like this. Even while setting up the stations, the children were offering to help and clearly eager to get involved. We also made sure to incorporate real materials that challenge their capabilities, like the full-sized coffee pots. At first Bela mentioned that the pot was heavy, but that didn’t stop her from adjusting and learning to pour accurately even though it required a few more muscles than she initially thought.
• Communication, Language, and Literacy: Knowledge of Print and Writing- a few days prior, as we prepped for this experience, Lennon, Kaitlyn, and Lila worked together to create signage for our shop that read “Kindergarten Cafe” as well as the necessary open and closed signs. Then on the big day, Parker and Lila continued to work together to make the menus. For the most part they were able to sound and write the correct spelling for each word, but when they got stuck, they would either ask or look around the room for a model example. Additionally, Niall and Harvey used a clipboard with paper to keep track of their transactions and also used the classroom to model numbers when they needed a refresher.
