Strangers, Gods, and monsters are all names for the alterity and otherness experience within and amid us. This study employs philosophy as a method to examine language, developmental and cultural uncertainties, and scaring (and discursive) monstrosity inserted within children's literature and childhood contexts. Philosophy as a procedure serves as an engagement, an ethical relationship with awful thoughts, and as an opening to the philosophical thinking of daily practices of childhood play (i.e., via objects, practices, language, text, and images). Alongside and via cute, creepy and sublime concepts of monsters in children's literature children become monsters and monsters become children. Using Derrida's hospitality and hostility concepts, Deleuze and Guattari's deterritorialization of minor literature, and literature on monsters, monstrosities, and ugliness, it is stated that distinct childhood monstrosity ideas can aid educators and other adults to see the ‘productive’ in childhood otherness, to regard the always present ‘childhood undecidable’ (simultaneous presence of cute and creepy) and the generative in endlessly unfamiliar and unidentifiable childhood objects and discourses.