So Relaxing! Chef Programme: Building Routine and Community Through Cooking

School holidays often upend routines for many children, especially those without structured commitments. Without the commitment of school, many kids find themselves staying up late—sometimes until 6 or 7 AM—and waking up well into the afternoon.

To address this, the So Relaxing! Chef Programme was created. Anchored by three-hour sessions in the TTKC Kitchen, the programme aimed to instil more routine and better sleep hygiene.

The So Relaxing! Chef Programme is part of the larger Better Eat Better (BEB) initiative, which has been empowering children and families since its launch in 2022. BEB focuses on fostering healthier habits through food literacy, sustainability, and well-being, encouraging child-centric participation and collaboration. Building on BEB’s success, the So Relaxing! Chef Programme expanded its mission to include sleep hygiene as a key component of community wellness.

Over five weeks, six children participated in the programme, attending three-hour sessions four days a week (Wednesday to Saturday) from 10 AM to 1 PM. Each session began with a briefing and task delegation, where the children took on focused roles to prepare meals for up to 30 people. From dishes like chicken bolognese and soto ayam to aglio olio and butter chicken, the programme offered a hands-on experience that included grocery shopping, prepping ingredients, and serving meals to the wider TTKC community.

Addressing Sleep Hygiene Through Engagement

The programme was designed with a dual purpose: to entice children with the fun of cooking while addressing their disregulated sleep habits. A survey conducted before the programme revealed that over 50% of the 55 children surveyed slept beyond midnight during the holidays, with many waking up after 10 AM. The primary contributors to this pattern were late-night screen time, particularly on platforms such as TikTok and YouTube.

The So Relaxing! Chef Programme aimed to disrupt this cycle by encouraging children to wake up earlier and participate in a structured, engaging activity. While attendance was inconsistent at first—with only half the group showing up on some days—the children gradually took greater responsibility. They began setting multiple alarms, going to bed earlier, and making a conscious effort to arrive on time.

Fostering Growth: Autonomy, Relatedness, and Competency

The programme is designed to foster three key areas of growth, while creating a sense of routine during their holidays:

Fostering Autonomy:

The programme encouraged children to take ownership of their roles, not only within the kitchen but also in managing their time and participation. With reminders in the group chat and an open, supportive environment, the team fostered a sense of self-awareness and self-management, motivating the kids to show up on time, sleep earlier, and feel less tired during the program.

This autonomy allowed participants to gradually change their habits—some began going to bed earlier, while others relied on multiple alarms to ensure punctuality. TTKC staff maintained an encouraging approach, consistently motivating the children to show up, even if they were late.

Once at the sessions, the children were entrusted with specific tasks, such as chopping vegetables or stirring sauces, further reinforcing their sense of responsibility. Their commitment to attending—supported by reminders in the group chat—highlighted their growing ability to manage their sleep and waking times more effectively.

Building Relatedness:

Cooking at TTKC is a shared experience, and the Chef Programme is no exception.

The children worked side by side, assigning and rotating tasks, helping one another, and collaborating to create meals together. This sense of relatedness—feeling connected to others through shared routines and experiences—became a cornerstone of the programme, motivating participants to show up day after day.

One participant shared that cooking with friends at TTKC was far more enjoyable than cooking at home with just one parent. The shared meals at the end of each session further strengthened this sense of connection, as the entire TTKC community gathered to enjoy the dishes prepared by the participants.

The importance of relatedness was particularly evident when one of the seven invited children was unable to attend and commit to the programme due to family difficulties. During the first session, the group actively searched for him, determined to include him and ensure he could participate. Though he ultimately couldn’t commit due to his circumstances, the other children’s eagerness to work together as a group underscored the strong bonds they had formed. This sense of connection and mutual support played a key role in motivating the kids to show up consistently, choosing to participate not out of obligation but because they genuinely valued the shared experience.

Gaining Competency:

From measuring ingredients to improving knife skills, the children learned practical kitchen skills applicable to everyday life. Recipes were broken down into manageable steps, allowing them to build foundational skills and grow more confident with each session.

Progression through repetition: As participants attended daily sessions, they grew increasingly familiar with kitchen routines and more comfortable in the space. Over time, they could mobilise themselves independently and effectively—their growing competency fostering greater autonomy. Tasks like reading instructions, slicing and dicing ingredients, and handling meat were accomplished with minimal guidance. The initial hesitation to engage gradually faded, replaced by proactive confidence and initiative.

Beyond cooking: Competency extended to maintaining the kitchen itself. The children learned to “clean as you go,” tidying workspaces and washing utensils between tasks. This approach emphasised responsibility, showing them that cooking isn’t just about creating dishes but also about working together to maintain the space.

By fostering autonomy through self-guided roles, nurturing relatedness through shared cooking experiences, and building competency with hands-on skills—all structured within a dependable daily routine in an open and welcoming space—the programme inspired children to consistently strive to show up and give their best effort.

The So Relaxing! Chef Programme demonstrates how structured, community-driven initiatives can transform challenges into opportunities for growth. By leveraging the success of education with sleep hygiene, the programme addressed a pressing issue—disrupted routines—while nurturing autonomy, relatedness, and competency. Participants not only gained kitchen skills but also learned to manage their time, collaborate with each other, and take pride in their contributions.

The gradual shift in habits—earlier bedtimes, proactive alarms, and consistent attendance—reveals the power of engaging, purpose-filled activities to inspire positive change. Moreover, the emphasis on shared experiences and mutual support highlights the role of relatedness and a strong sense of connection in sustaining motivation and fostering belonging.

As the programme illustrates, interventions that blend practical skills with social connection can create lasting impacts. By empowering children to take ownership of their routines and relationships, the So Relaxing! Chef Programme offers a blueprint for fostering both responsibility, and joy—one meal at a time.