Online Educational Games
Murcia - Spain: colourful future
Torres Vedras - Portugal: together we win!
Ravenna - Italy: to be to do
Härryda- Sweden: what does it mean to be brave?
The educational games available in the mobile/web app were an innovative product because there was not an offer of computer games to sensitize gender equality issues in either North or Southern Europe. What was innovative here was the issue of gender equality being worked through computer games.
Four games were held, each under the responsibility of a municipality and each was dealt with a specific topic of gender equality:
– the Spanish game about professions;
– the Portuguese game about cooperation between children (boys and girls);
– the Italian game about adventures for children (boys or girls);
– the Swedish game about what does it mean to be brave (for boys and girls).
The games were all translated into all the partnership and English languages, thus enhancing the impact and transferability potential.
The games are available in a mobile/web app, that is, through an application for computers, tablets and mobile phones (IOS and Android). This factor also enhances their impact and transferability potential.
The educational games are accessible in different applications: the project website, Facebook and Instagram. Any interested person can play and/or download the games in all these places on the internet.
Collection of mini-books
The collection of mini-books on the theme of gender equality developed within the scope of the project was an innovative product more for the countries of the South than for the North of Europe. This is because, in Southern Europe, the supply of children’s literature on gender and equality and/or gender neutral books is practically non-existent.
The mini-books were also innovative in the way they were produced – it was children between the ages of 3 and 6 that created the story and illustrations under the guidance of their childhood educators.
The mini-books are all been bilingual – in one of the partnership languages and English – so children could start at an early age to contact a second language. We consider this factor as another element of product innovation.
Also, all the mini-books in the collection were all translated into all languages of the partnership from the English version. They are all available in a digital version for consultation, download and/or printing on the project website and social networks Facebook and Instagram.
A kindergarten participant in the project developed each mini-book that addressed a specific topic on gender equality. In the end, we have a collection with 8 stories, so 2 from each partner country.
The mini-books were printed in enough quantity to offer all children attending all municipal kindergartens in each county. In this way, the impact of this intellectual product is high!
The potential for mini-books on gender equality to be transferable is substantial because all kindergartens and parents and caregivers who want to use mini-books to raise children’s awareness of gender and equality issues can now browse, download and/or print one of the mini-books available on the website and social networks. To add that, the potential of transferability to other geographies is also great since all mini-books have the story also written in English.
Ours intend with the learning methodology for gender equality was to be developed by a gender mainstreaming strategy. The theme of gender equality is approached from any other theme worked in the classroom – to be an always present theme. But for this approach to be learned and apprehended, children must acquire specific knowledge on issues about gender and equality in advance. From the combination of these two learnings, we came across the result of the acquisition of values of citizenship, civic competencies, and critical thinking about gender equality on behalf of the children. In this sense, the learning methodology for gender equality was an innovative product.
The learning methodology for gender equality was built by the childhood educators who are directly involved in the project and tested with the children.
The transnational training activities were moments of the construction of the learning methodology. Indeed, the participating childhood educators reflected and discussed the already developed work of testing the methodology with the children and planned the test work carried out in the next moment with the children. Thus, the working method for developing the learning methodology was as follows: transnational workshop -> activities with children -> transnational workshop ->.
As these training sessions were energized in English, the methodology was also developed in English but, to respond to the activities of the local workshops, there was a translation into all the languages of the partnership. Following, after the childhood educators participated in the transnational training activities, they prepared the development of the local workshops, where they transmitted their knowledge about gender equality, and presented the results and planned activities of other colleagues from all the other kindergartens in the municipality. Through the participation in this local workshop, more childhood educators could, if they wanted to, test the methodology of learning for gender equality with children and contribute to their improvement.
The combination of all these efforts resulted in this innovative product, with high impact and with great potential for transferability. Also, as explained above, during the execution of this project, the methodology, was transferred to other kindergartens besides the 8 that participated directly in the project.