During his educational stages, the child needs to be provided with literary texts that are smooth, in terms of narration and description, and complex, in terms of rhetorical image, as this duplication contributes to granting the child the talent of expression and the feature of imagination, which would lead to new textual constructions based on the core texts that he keeps in his memory.

It is appropriate for the teacher in this regard to select for his student textual models tinged with colours, which are framed in the form of: similes, intense narrations, reduced dialogues, along with taking into account his age stage and refining his linguistic experiences with stylistic methods that motivate him to come up with similar and analogous forms that grant him the energy of interaction, through which he can tackle the literary texts without getting bored or alienated, especially at an age crowded with distractions.

Providing literature with gradual colours would add new options to the child in using lexical alterations and morphological structures that are consistent with every linguistic context imposed by expressive communication, without falling into the trap of repetition. Colours have cultural, artistic and psychological functions, which contribute to developing his productive efficiency and getting acquainted with his intellectual tendencies at an early age. For example, but not limited to, if we present this brief phrase to a sample of children: Palace laborers laid red carpets on the floor, in preparation to receive foreign delegations.


It is unavoidable that the dimensions of the picture would be associated with how the red colour is manifested and depicted within the linguistic content, as the child may understand it as referring to love and peace that surround the country and appreciation of the guest coming from foreign countries, while another child understands it as a sign of greatness and reverence, since only the presidents and ministers are received on flat red beds.

The use of colour in rhetorical metaphors allows the child to improve his mood and treat him from some intractable psychological diseases. Therefore, it is recommended to mix the textual aspects with colour formats to lure the child and support him with defensive psychological means, as if we tell him a piece of story dominated by blue colour: Wasim’s father bought a water blue pistol, so he had a list of toys of one colour: a blue crystal ball, a blue wooden boat, a lamp with a blue light and even his dreams became blue.


Perhaps the insistence on refining the blue colour is a deliberate linguistic position based on the American study in 1932, which found out the importance of the blue colour in calming the child and giving him a sense of safety.


It is desirable for the child to listen to story parts including colours, in order to be able to enhance his imagination by recalling the rhetorical image, programming it and then recycling it. The basis on which the child relies to maintain the sustainability of this complex process is the colour as an effective and indispensable link.


If the teacher narrates the famous Arab proverb to his students, which says: I was eaten on the day the white bull was eaten, then in this case he should review the story in its details, so that the real meaning becomes clear, which is the feeling of shame and betrayal because of the neglect of friends. Most importantly, to understand the depths of the meaning, it is necessary to trace the colour in the story scene, as it is the main key to achieve his desired goal.


There was a tripartite alliance in the woods (white bull, red bull and black bull) that emerged as a deterrent force for the lion. Then, the latter, in order to preserve its kingship, thought of dispersing the alliance by claiming that colour is a physical defect that brought danger.


It informed the red and black bulls about news indicating that nothing guides others towards us in our forest except the white bull and my colour is like yours. Then, the two bulls were deceived by this trick and they allowed the lion to devour the white bull. The lion repeated the process and said to the red bull that my colour is like yours, so shall I devour the black bull? Then, it liked the idea and instructed the lion to eat the black bull. Finally, the red bull became lonely and it became an easy prey for the lion and when it was about to be eaten, it said the famous proverb: I was eaten on the day the white bull was eaten.


In conclusion, an effective education strategy imposes including colours and mixing them in literature to enhance the child's imagination towards innovation and embodiment.