100 books like How Chipmunk Got His Stripes

I grew up in suburbia—or urban sprawl—with fairytales and children’s nonfiction series like Lands and Peoples. My passion for reading (and history and art museums) nurtured my sense of wonder and awe at the richness of the world. I was inspired to write nonfiction about heroic people by my own children, whose social studies education lacked dazzle and examples of heroism. I had already been creating educational materials for schools, but I wanted to inspire their wonder about and appreciation of the world. My kids are grown, but I’m still writing for young readers. An avid world traveler and historian, I've always aspired to bring other people, places, cultures, and times to life.

I am the author of two folktales in addition to several other fiction stories for children and an early childhood educator. I taught kindergarten and first grade for over twenty years. As part of our state standards, we must do a yearly unit of study on folktales. Folktales deliver universal messages to children in a non-didactic way. We can use them to address issues that young children face while also using them as resources to teach students about faraway places, customs and cultures. Folktales are in integral part of an early childhood education and it’s a unit of study that I always looked forward to. Immersing myself in them was the catalyst for recreating my own. 

Victoria Talwar, PhD, is a professor and the chair of the Department of Educational & Counselling Psychology at McGill University. She is a recognized leading expert on children’s deception and has published numerous articles on children’s honesty and lie-telling behaviors. Dr. Talwar has given workshops to parents, teachers, social workers, and legal professionals. Among other distinctions, she was awarded the Society for Research on Child Development Outstanding Early Career Contributions to Child Development Research award. She is a Fellow of the American Psychological Association (Division 7), a Fellow of the Association for Psychological Science, and a member of the College of the Royal Society of Canada. 

I am the author of two folktales in addition to several other fiction stories for children and an early childhood educator. I taught kindergarten and first grade for over twenty years. As part of our state standards, we must do a yearly unit of study on folktales. Folktales deliver universal messages to children in a non-didactic way. We can use them to address issues that young children face while also using them as resources to teach students about faraway places, customs and cultures. Folktales are in integral part of an early childhood education and it’s a unit of study that I always looked forward to. Immersing myself in them was the catalyst for recreating my own. 

I grew up in Michigan where I was outdoors in the woods most of the time, running around with my imaginary friends. I built an entire world in my imagination where girls and women were powerful and ruled the world. I wrote stories about that world, and I’ve never stopped writing or reading myths, folklore, and fairy tales. Stories are the best way to bring the mythic and hidden realms of our existence out into the open. When I catch a glimpse of other worlds through storytelling, it always feels healing. It gives me hope that there is more to our existence than what we ordinarily see.

As an Indigenous person, I have a lived experience of the negative impacts of an erased history on all people. Students I teach are shocked to hear that Indigenous people have been in the Americas for over 60,000 years. The violence against archaeologists publishing on older than Clovis sites in the Americas is intense; that got me asking why? I sought the truth about the evidence for Pleistocene age archaeology sites in the Americas. Global human migrations attest to the fact that humans have been migrating great distances for over 2 million years. Reclaiming and rewriting Indigenous history is one path of many, leading to healing and reconciliation. 

I’m a Filipino illustrator who draws children’s books for both publishers and for private commissions. I also have been reading children’s books as part of my job. My go-to children's stories are often about animals and nature. I hope you'll like the books on this list as much as I do!

I grew up in an isolated rural pub in England. My love of folk horror was born of a strong nostalgia for that time and it has fed into both my writing and my reading. I understood isolation, small communities, the effect of strangers, as well as the sense of ‘otherness’ in the atmosphere of the countryside – the calm before the storm, the liminal twilight. It also meant that I could tell when a writer had captured the ‘essence’ of folk horror. When the author weaves a story between the landscape and man, blends traditions and mythology – they take me to that place I know.

I was six years old when I found myself getting up for a drink of water and watching a brutal dismemberment in a Sam Rami classic starring Bruce Cambell. I was transfixed. I saw The Terminator at five, most of Fulcci’s work before I could pee alone and worshiped Craven and Carpenter long before I could appreciate that I was their target audience. Horror is to me what oxygen is to every other mammal on the planet. Without it, I wither and die.

I'm a devotee of the Word. I collect folklore. I teach literature. Generally I deal with everything from the Greek epics to Jamaican dub poetry, but my focus has been on African American folklore and culture. You might say that I'm something of a proselytizer, dedicated to seeking the Word, collecting and preserving the Word, interpreting the Word, spreading the Word. To paraphrase an old folk saying, "I've got the Word in me, and I can preach it, you know." My numerous collections of folklore have won awards and citations and enthusiastic praise from some impressive personalities and journals, but my greatest reward is witnessing the impact my collections have on ordinary, just plainlongso folk.