BOOKS OF THE SERIES PERSONALITALES
Presentation of the five categories of stories forming the series “PersonaliTales”
Category 1: Affective Contact Stories
Ages 0 – 5 years
In the first stage of babies’ and toddlers’ growth, from birth to the fourth year of life, body language, caresses, and contact with the adult are their most profound means of communication.
These are how the child feels loved and accepted and gains self-confidence. This stage is crucial in babies’ and toddlers’ psychological development since it is then that their inner self-structure begins to take shape. And the rest of the child’s life will be influenced by it.
For this reason, these stories were written narratively, emphasizing the affective contact between child and adult throughout the game. At the same time, these narratives, using animals, numbers, and colors, teach children themes related to their age.
I present a collection of four stories in this category:
Category 2: Presentation of Action Stories
Ages 4 – 8 years
When children develop enough confidence in themselves (self-achievement), they generally behave and perform better.
In addition, they become more creative and more constructive. These game-like stories were created so the child can feel self-fulfillment while performing tasks leading to fulfilling a goal while an adult tells the story.
Through these activities, the children feel capable of doing things well and achieving the goals that the story requires. Moreover, the children will consistently hear parts of speech, such as adjectives and exclamations, that nourish their self-esteem.
Through the books, the child will be “living” a role-play in an interactive game with the adult. This way, the child can assimilate these concepts more efficiently since the memory of what is lived is the strongest.
In this kind of story, the following techniques are used:
Mentioning the child’s first name several times. Telling the story in the present tense. Reinforcing the identification of the child with the story.
I present a collection of six stories in this category:
Category 3: Presentation of Concept Stories
Ages 4 – 8 years
Children learn more easily between the ages of four and twelve; therefore, that is an ideal time to incorporate essential concepts that will be useful throughout their lives. These books introduce children to perseverance, assertiveness, and self-acceptance.
This narrative is ideal to be read at bedtime because the last messages we receive before falling asleep are incorporated into our subconscious minds more deeply.
I present a collection of four stories in this category:
Category 4: Presentation of Leadership Stories
Ages 4 – 8 years
These stories stimulate those attributes in the child that belong to the personality of a leader. They teach children the importance of cooperating in groups, planning, taking on responsibilities, the importance of decision-making, and learning to control themselves to control the environment around them. Children become aware of how these attributes drive the principal character in the story to success.
These stories help children develop attitudes and values that will be important later in life. The narratives are presented in a classic format, with a positive lesson at the end of the story.
I present three books in this category:
Category 5: Presentation of Positive-Message Reinforcement Stories
Ages 4 – 8 years
Generally, people who start life with positive beliefs will act accordingly, and the goals achieved during that life will also be positive. Through this kind of story/game, the children assimilate their system of beliefs and messages of perseverance, self-esteem, and capacity for decision. This goal will be accomplished by repetition.
Messages are in the form of statements the children repeat in a loud voice, thus incorporating them into their subconscious through an interactive game with the adult. In these narrations, the child plays an active role in the game. Consequently, children identify with their role-play and become more intimately involved in the process, incorporating and internalizing the messages they receive more fully. Because the memory of what they have lived or said by themselves is more potent than what was purely narrated by someone else.
I present one book in this category:
