Social justice is an increasingly important reference in today’s world, where constant technological advances and global economic effects coexist with a growing social inequality gap. There is an urgent need to reconcile progress with social engagement. In the field of education, this concern should encourage work on so-called value education, which in turn includes some of the most important transversal skills. The main objective of this article is to check whether an environmental simulation story and game can be adequate resources to acquire values related to social justice in the field of childhood sciences. Methods: The responses of teachers and teachers on the value of these resources have been analysed. A story focused on gender equality values inspired by La Cenicienta and with a participatory approach as well as a simulation game addressing natural resources and equity and poverty has also been designed. Both were applied to children’s children. In both appeals, attempts were made to find out the changes in ideas that have taken place. Results: Teachers rated more the story than gambling as a resource. Boys and girls changed their ideas and visions through interaction with the story and implementation of the game. Discussion: The two resources made it possible to develop transversal skills. Schoolchildren improved their ideas on gender with a participatory story. The game fostered the commitment to fairness.