Cuentos Para Educar Sin Estereotipos

Seis cuentos para que los peques crezcan libres de estereotipos, ¡que nada les pare! ¿Cuántas veces has escuchado expresiones como «esto es de niños» o «esto es de niñas»? ¿Por qué Pepe no puede disfrazarse de María Antonieta? ¿Quién ha dicho que Daniela no puede ser la mejor pirata del mundo? ¿Por qué hay un pasillo de juguetes para niños y otro para niñas? ¡Atrévete a cambiar la respuesta a estas preguntas! Porque las niñas pueden ser piratas y los niños pueden ser princesas. Y porque el color rosa nos puede gustar a todos. A través de estas seis historias, tus peques aprenderán que pueden y deben ser libres a la hora de escoger juguetes, colores, prendas de ropa o cualquier otra cosa, y que eso no les hace ser más o menos niñas o niños. ¡Somos personas con gustos diferentes y en la diversidad está la riqueza! Crece sin límites con los cuentos para educar sin estereotipos.

Hi, I’m Coralina, a cool girl. I’m sad because I can’t do anything right. The plasticine figure I made for the ogre turned out horrible. The little forest animals want me to fix it with magic. But I don’t know how to do magic. What would you do in my shoes?

How to Raise Empowered Girls in a Princess World! It's no secret that little girls love princesses, but behind the twirly dresses and glittery crowns sits a powerful marketing machine, delivering negative stereotypes about gender, race, and beauty to young girls. So how can you protect your daughter, fight back, and offer new, less harmful options for their princess obsession? The Princess Problem features real advice and stories from parents, educators, psychologists, children's industry insiders that will help equip our daughters to navigate the princess-saturated media landscape. With excellent research and tips to guide parents through honest conversations with their kids, The Princess Problem is the parenting resource to raising thoughful, open-minded children. "a very insightful look at our princess culture...Parents—this is a must read!" — Brenda Chapman, Writer/Director, Disney/Pixar's BRAVE

Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as "ivory towers" being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach

Intentional teaching begins with focused observations and systematic documentation of children's learning and development. This book is filled with tools and techniques designed to help early childhood educators purposefully observe children, create portfolios with rich documentation, and plan curriculum that supports every child. Discussion questions, observation practice exercises, and reflection assignments are included, as well as DVD with classroom vignettes showcasing observation techniques. Gaye Gronlund is an early childhood education consultant who trains early childhood educators across the country. Marlyn James is an education and early childhood professor.

An up-to-date, accessible guide for parents of bilingual children.

This Child-Friendly Schools (CFS) Manual was developed during three-and-a-half years of continuous work, involving the United Nations Children's Fund education staff and specialists from partner agencies working on quality education. It benefits from fieldwork in 155 countries and territories, evaluations carried out by the Regional Offices and desk reviews conducted by headquarters in New York. The manual is a part of a total resource package that includes an e-learning package for capacity-building in the use of CFS models and a collection of field case studies to illustrate the state of the art in child-friendly schools in a variety of settings.