Foster Equality To Children Of The Home

Foster equality to children of the home

Introduction

When updating the coexistence plan, they have realized that it continues to be a necessity to promote gender equality. Therefore, we have to work in a coordinated manner with the Equality Plan. If progress is made in the equal plan, coexistence will be advanced. As indicated in the Canarian Law on Equality, we must ensure coeducation, that is, to educate in equality and for equality. We start from the fact of their sex difference, but without taking into account the papers that are required to fulfill from a sexist society. To do this, we must avoid socially acquired gender roles to be considered as natural. 

Developing

Education from childhood is vital. It will be necessary to include equality in a transverse way in all areas and spaces of the center. Coeducation and promotion of equality should not be a specific activity, but be part of daily life. Any time is perfect to practice, you have to take any occasion to introduce reflection activities on gender equality. It is a process that has to begin from the earliest childhood and take advantage of any conflicting time to reflect and avoid erroneous assimilations. To incorporate equality values, it is better to use affection before punishments.

As little ones, we all learn by imitation, so our values, attitudes and forms of expression are the mirror in which they are going to look. We must, then, to spread the example. Offer exemplary behavior patterns.

It is important that there is already a climate of gender equity that will be reinforced in school. However, in our case, there is no equity. We have to remember that, at present, teachers need to collaborate with relatives in education;We not only teach a subject, we also educate. We could ask for collaboration at home so that equality is given at home and in the center, among all we can advance and strengthen what you have learned. 

Expose the minors to situations of equality to question the situations, expressions or assimilations contrary to this and that are widespread in society. For example, it is not "helping mom," is "collaborating at home";It is not "running like a girl" or "crying like a girl";It is not "being strong as a man";And many other examples that we have assumed as normal and that predispose us since childhood to assume social roles. You have to take great care of the vocabulary we use, since words carry connotations that can be harmful. Maybe students could teach at home to share responsibilities (domestic co -responsibility).

Mom does not always have to take care;encourage them to attend both mothers and fathers;that their parents go to workshops scheduled at school;etc.;And thus be able to correct the second difficulty found after evaluation. Minors can involve families, transferring non -sexist behavior guidelines and thus completing their learning in equality also at home and, in addition, being active agents of the change we need. An example of the consequences that the expressions we see (we saw) as "normal" and how we can make them reflect. In a school where I worked, at quarterly meetings with families.

We organized some reflection activity at the end of the talk and put videos of this type or we did the experiments before seeing them so that they critically thought about how we can change things, if we change our way of proceeding. These types of workshops or games that encourage equal attitudes serve both for children and adults. Once critical thinking is activated, the students themselves realize the culturally accepted errors, such as the expression "there are loves that kill" or that colors or toys do not have an assigned gender. I have found magical moments in which the little ones realize them alone.

Seeing the catalogs of toys, that there were only girls with dolls and boys with cars or lay people, or that no photos of people with functional or other races left (now it is no longer so common to see these differences);Or when listening to Canarian songs, a group of sixth primaryAdvances in society. In the data evaluation data, they comment that another critical moment occurs in recesses. 

As commented above, you have to take advantage of any time to encourage equality, so we will use the game as a basis for teaching in equity. We can propose inclusive juices, with mixed equipment and in which the roles have no place, activities free of stereotypes. With the game you also learn and we must use it in favor of learning values since childhood. Another issue that must be improved in the center is equity in the teams: in mediation there are more female members;while in the position of responsibility there are more male members. 

Once again, the example of adults must be given with a teacher involved, working on the same line to deal with inequality and encourage equity. In the distribution of tasks we must seek an equal environment, both in the classroom and in the center of center. We have to share responsibilities and work together to resolve conflicts or perform tasks. In the mediation team, students should be represented too. We will prevent them from being the same people who take care of everything. Therefore, in all commissions or groups created in the center, both adults and minors.

The same number of men should have. Boys and girls develop prejudices from very early, the environment is the one who is instilled. To foster critical reasoning and avoid the generalizations to which adults are malacostumbrad, we can include reflections and debates in all subjects, with the help of videos and experiments. In physical education we can discuss sports and gender, about how unfair it is to stop practicing a sport in which you are good because society does not accept it. In values we can talk about injustices with experiments in which boys and girls, for the same job, receive different awards. 

A time ago a riddle came to my hands: a father and his son travel by car and have a serious accident. The father dies and the son takes him to the hospital because he needs a complex emergency operation, for which they call a medical eminence. But when the operating room enters: ‘I can’t operate it, it’s my son’. How do you explain this? It took a long time to reach the solution. It served me to realize that it is necessary to work to break stereotypes, in the hope that in the next generation they will give the solution without thinking. Coeducation is a process in which we are always learning, both minor and adults.

conclusion

We can say that we must encourage critical attitude since they are small and avoid generalizations. The close collaboration of the entire educational community is essential so that these foundations of equality form a good base on which students will develop personalities and values. The rates of abandonment and violence in the center could decrease if they are more comfortable, if we bring education to their interests. Perhaps the background problems that make them move away from learning are related to inequality and preconceived roles.