2)Examples of activities which, in an equalitarian perspective, allow children to choose independently of gender

• Role playing-Involves a simulation or dramatization. It allows the problem, event, object or situation to be presented in a fun way, and simultaneously the duplication or inversion of stereotyped roles, for example: jobs, specific everyday life situations… As this activity allows some distancing, each child should remain in role, identifying himself/ herself with the character he/ she is playing and therefore allowing a different perception of attitudes and behaviours towards gender (in)equality, as well as clarification and pedagogical work on the topic.
• Dramatization of situations-children can rehearse real or possible to become real dilemmas (related to gender) in a protected place in the preschool. Associated with role playing, dramatization can involve children playing out a situation and changing roles. A girl can be asked to play out masculine behaviour in a specific context within the plot or vice versa. In addition to the specific roles associated to a specific gender, it is important to understand the underlying plot and the factors which, in the eyes of children, restrict the different behaviour expressions (from men and women). Each child should be stimulated to talk about his/ her own thoughts and about the reasons why they chose to exhibit certain behaviour (while roleplaying feminine or masculine roles).
• Study Case-The teacher presents the group an example to study. The presentation is done orally, written or in any other support built for the effect. It can be a real, adapted or totally fictitious case, but it should have as many details as possible. This technique should favour the exchange of opinions and a variety of perspectives without the pretension of finding an answer. The analysis and understanding of a situation lived by other people suggest applicability to other situations. The teacher can use a case from his/her group as a starting point, selecting, for example, a problematic situation in terms of gender that he/she wishes to change, a positive situation to reinforce or a dilemma, and then listen to children’s opinions and thoughts, organizing a debate and reinforcing democratic behaviour.
• Photo words-It consists in using photos as a way of expression and language.It is a strategy that incorporates symbolic pictures, photos that speak to you and make you speak in the teaching process. The pictures should be of quality but mainly symbolic, expressive, evocative and with the capacity of evoking positive and valuable reactions in children. The meaning of the pictures should be read deeply and, above all, serve a communicative and expressive purpose, which can become distant of a discussion strategy in its narrowest sense. The teacher can use pictures of the children’s daily life or the daily life of the Kindergarten, pictures from magazines, advertisements, art, using computers and multimedia support.
• The testimony technique-Somebody with an interesting or emblematic experience in what gender issues are concerned is invited to come to the group. This technique can involve also sharing a project, activities, experiences lived by the children themselves to a pre-selected audience (families, other classrooms, other schools,…)

DIFFERENT QUESTIONS THAT CAN INSTIGATE DEBATES AND/OR NEW PROJECTS

• What do you offer a girl for her birthday?
• And a boy?
• What are the differences between boys and girls?
• Can women do everything a man does?
• Can men do everything a woman does?
• Why should we respect others?
• Are we all different? Are we all the same?
• How would a world just with women look like?
• How would a world just with men look like?
• Are there any characteristics that are just of men?
• Are there any characteristics that are just of women?
• Are there jobs that aren’t suitable for men?
• Are there jobs that aren’t suitable for women?
• As a boy, what would you like to be when you grow up?
• As a girl, what would you like to be when you grow up?

Telling children about the history and work of important female professionals in terms of art, science, politics,… internationally, nationally or locally.

What children should learn that: There are no jobs for men and jobs for women All the choices should be respected Everyone can be successful, independently of gender.	Strategies that can be developed:? Using dialogue as mediator of learning Searching information about jobs and corresponding professionals Becoming aware of the group’s opinion on the topic Building charts of different jobs Access to testimonies of some professionals (men and women) Creating a book that addresses gender issues and focuses on different jobs.	How to start: Listing family members’ jobs (father, mother, grandfather, grandmother, brother, sister) and also jobs from public figures Naming the jobs each child wants to have Organizing a written report with what they know about the professionals Building a questionnaire about jobs and gender and applying it in a larger educational context.	Resources: Books, stories Visits tothe library Exhibition about different jobs Questionnaires and answers Testimonies of different professionals.
Connection to other areas of knowledge: Mathematics-numbers; numeric sequences; graphics Oral Expression Plastic Expression: different techniques, fine motor skills.	Topic: What do I want to be when I grow up? Key idea: working the deconstruction of gender stereotypes in the choice of a career and building/ creating a book with the different professions (without stereotypes)		Final presentation: Organizing a portfolio of the classroom with all the stages of the project until the final product-the book Finding support to do the presentation-CD-ROM,…
Activities for the hole group: Initial conversation about professions/ jobs; Debate/ discussion -what is our opinion about professions/jobs and gender Notes of dialogues/ conversations/ debatesReading stories and speaking about them Planning questionnaires and interviews Listening to professionals talking about their jobs/ interview to those professionals Planning the book and integrating in the book ideas from the answers to the interviews and questionnaires.	Activities in group: Writing the questions forthe questionnaire; Applying the questionnaire Building/ organizing the chapters of the book	Individual activities: Personal comment on the project Drawings of the book Talking about the questions asked to the guests	Evaluation Construction of a grid that includes the question: What have I learned about professions/ jobs Contents of the interventions in conversations, dialogues and debates Notes taken Content of the personal comment