Once Upon A Time: Parenting Through Storytelling | Islamic Parenting Guide

Once Upon A Time: Parenting Through Storytelling | Islamic Parenting Guide

Once Upon A Time: Parenting Through Storytelling by Hoda Beshir is a practical resource designed to help Muslim parents use the power of storytelling to nurture good character and positive behavior in their children. The book provides carefully selected stories that address common childhood behaviors while introducing important Islamic concepts and values in an engaging and memorable way. Parents will learn how to tell stories effectively so that children become interested, engaged, and inspired to make better choices. Rather than simply correcting unwanted behavior, storytelling can help children understand lessons, develop positive habits, and strengthen their Islamic identity. This book is a useful resource for Muslim parents, educators, homeschoolers, and anyone looking for creative ways to teach children Islamic manners and character.

From Author:

In this book, Muslim parents will find stories to correct common problem behaviors that will assist them in instilling Islamic concepts in their children. They will also discover how to story tell in a manner that will interest and influence their children in becoming better people.

Content:

Once Upon a Time: Parenting Through Storytelling

Once Upon a Time: Parenting Through Storytelling by Hoda Beshir, with a special foreword by Dr. Ekram Beshir and Dr. Mohamed Rida Beshir, presents storytelling as a practical and engaging tool for raising children with Islamic values.

Storytelling as Tarbiyah

The book explains how storytelling has been used in the Qur’an and Seerah as a powerful method of teaching, guiding, encouraging, and nurturing children.

Practical Parenting Tool

Parents are guided on how to use each story effectively according to their child’s age, needs, and behavior. The book provides practical suggestions for making storytelling a meaningful part of everyday parenting.

Stories With Islamic Values

Through engaging stories such as Ameenah’s Cake, All My Days Are Good, Playing Alone, Mahmood’s Trip, A Job Well Done, Only at the Park, and The Clock, children can learn positive behaviors and Islamic manners in an enjoyable way.

Positive Behaviors & Character Building

The stories model qualities such as good manners, responsibility, gratitude, kindness, dua, cooperation, self-discipline, and positive behavior, helping children develop strong character naturally.

A Guide for Parents

Each story includes helpful guidance such as suggested age groups, behaviors addressed, positive behaviors modeled, and practical tips for parents on how to emphasize lessons without turning storytelling into a formal lecture.

Making Learning Enjoyable

This book helps parents transform ordinary story time into an opportunity for Islamic tarbiyah, character development, and meaningful family connection, making learning enjoyable and memorable for children.

Amana Publications

• Hoda Beshir

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Page:01
Once Upon a Time
PARENTING THROUGH STORYTELLING >
Hoda Beshir
With a special Forword by
Dr. Ekram and Dr. M. Rida Beshir
Page:02
Table of Contents
Foreword by Dr. Ekram Beshir
and Dr. Mohamed Rida Beshir
Chapter 1: Introduction -
Storytelling: A Tool for Raising Children..
Chapter 2: How to Make This Book Work For You & Your Children....
Stories::
Ameenah's Cake
All My Days Are Good
Playing Alone.
Mahmood's Trip.
A Job Well Done
Only at the Park.
The Clock.
Arabic Terms
References
Page:03
All My Days are Good
Οnce upon a time, there was a little boy
named Osama who lived with his mom, his dad, and his lit- tle sister. Everyday Osama woke up in the morning and went to school. At school, he played with his friends and learned many new things. One day when Osama woke up, he got out of bed and walked over to the curtains. He opened the curtains and looked outside - it was a beautiful sunny day! His mother walked into his room and saw him, awake and out of bed.
"Oh, Masha'a Allah," she said. "You're already awake! Well good for you. Have you said your dua?"
"Ash-hadu an laa ilaha illa Allah, wa anna Muhamadan rasool Allah." Oh Allah, make my day a good day and protect me from anything harmful throughout my day." Osama was a big boy, and he said the dua all by himself every morning.
"Insha'a Allah, you'll have a wonderful day," his mother said, giving him his morning hug and kiss. "Now, go get ready so that you're not late for school."
Osama ran to use the bathroom and brush his teeth. When he came out he saw his mother holding up two different outfits for him to choose from.
"Oh, definitely that one," he said pointing to the blue shirt and blue jeans. After all, blue was his favourite colour. After Osama dressed, and ate breakfast, he was off to school.
At school, Osama did many, many things. In the morning his teacher read a story to the class. The story was all about the different kinds of animals. Osama loved animals.
I bear witness that there is no God but Allah, and that Muhammad is the messenger of Allah.
Page:04
Chapter 1:
Introduction - Storytelling, A Tool for Raising Children
Storytelling in the Qur'an and Seerah
Storytelling is a very effective method of tarbiyah. The Qur'an
includes many stories that are used as means and ways of tarbiyah
for Muslims. These stories can be divided into three categories.' The first category is that of the Stories of the Prophets. In them, Allah describes different incidents and events that prophets have experienced throughout their lives. Examples of such stories include the stories of Prophet Ibrahim, Prophet Musa, Prophet Isa, and Prophet Yusuf aa. The second category is that of historical stories that present specific individuals living in certain situations. Though the Qur'an identifies who the individuals in the story are, the focus is not on the people, but is instead on the situation that they are in. These situations can apply to other individuals in different times and places. One such example is the story of Prophet Adam's two sons. The third category is that of more general historical stories. Here, Allah does not identify whom the people in the story are and does not tell us the time period that the story took place in. The story could have occurred in any place or time period. The story is focused on describing the people's situations and the conse- quences that result from their actions. One such example is the story of the two men, one of whom was given two gardens.'
Prophet Muhammad saaw also used to tell meaningful stories to his companions and followers. He used true stories about believers from earlier eras to teach Muslims that the hardships that they faced were expe- rienced by believers across different times. These stories served to ease the Muslims' pain of feeling oppressed and persecuted and to increase
1. "Program of Islamic Tarbiyah", Dr. Muhammad Qutb (Q5, V27-31)
Page:05
Chapter 2:
How to Make This Book Work
For You & Your Children
Make sure that you read these sections before telling your children the story, as they provide insight into the many possible uses of each story
Your Guide to Each Story
After each story in this book, you will find these headings (if they apply to that story) and notes under each one of them.
Suggested Age Group:
This is the age group that the story is written for. If your child is outside of this age group, but you think that s/he would enjoy it, it is always up to your discretion. Each child is different and goes through different stages at different times.
Behaviors Addressed:
Under this heading comes the main problem that the story deals with. It is the focus of the story.
• Behaviors Modeled: For Children
Here, I list all sorts of good behaviors that are modeled through the characters in the story. This list is sometimes long
What you should do:
- Choose one or two behaviors from the list and hint at them while you tell the story, making comments such as "Oh Masha'a Allah, he helps his Mom set the table." Or "What a good girl she is, she says her dua before she eats."
-The next time you tell the story to your children, choose another two points that you want to emphasize, depending on your child's needs.
What you should not do:
- Don't list the lessons explicitly, before, during, or after the story. Don't say something like "What can we learn from this?