Climey, S. & Florczak, R. (1999). The Persian Cinderella. New York, NY: HarperCollins.
In this version Setterah, whose name means star, is neglected by her stepsisters, stepmother, and other family members. However, when she buys a magical jug she discovers that it contains a pari (a Persian fairy), and she wishes for a beautiful gown and to go to the ball. What is interesting about this story is that it doesn’t stop where most Cinderella stories end, and goes on a bit further after the Prince discovers he’s in love with her. It also introduces Persian culture and folklore and because of this would really be great for any multicultural program for elementary school children.
McClintock, B. (2005). Cinderella. New York, NY: Scholastic Press.
This is the Cinderella version from Charles Perrault that most of us know. However, it is very well-done and should not be written off just because it is a familiar fairy tale. The illustrations have the story set clearly in France, which would make it an interesting story to include with any library program that is centered around French culture.
Underwood, D. & Hunt, M. (2015). Interstellar Cinderella. San Francisco, CA: Chronicle Books.
This version made the feminist in me very happy. In the story, a spunky, pink-haired Cinderella dreams of becoming a spaceship mechanic. She leaves a socket-wrench behind instead of a glass slipper, and while her fairy godbot supplies her with tools, she finds a way to get to the ball all by herself. The illustrations are fun and detailed, and the plot is done in rhyme. I would absolutely do a story-time with this book for children from 6-7 years old, and would be interested in getting their opinions on how they liked it compared to the original fairy tale.