Curriculum Vitae

Lynn E. Cohen, Ph.D.
Professor

B.S., State University of New York, New Paltz
M.S., Johns Hopkins University
Ph.D., Fordham University
Early Childhood Technology Certification – Tufts University
lynn.cohen@liu.edu

Description

Dr. Lynn Cohen is professor in the department of teaching and literacy at Long Island University/Post. She teaches courses at the undergraduate, masters and doctoral levels. Before becoming a teacher educator, she was a preschool, kindergarten, and literacy teacher. Dr. Cohen enjoys the mixing of teaching, mentoring students, providing service to local school districts, producing scholarly research, and participating in service to Long Island University/Post and professional organizations. She has strong interests in the academic and social skills of early childhood students from diverse cultural backgrounds, including the ways in which children are classed and gendered. She explores these areas in educational institutions and peer cultures in and out of school settings. Her recent publications are framed from the sociological and philosophical theories of Mikhail Bakhtin; only a few international scholars have operationalized early education from a Bakhtinian perspective.

Awards

  • March 2017 – David Newton Award for Excellence in Teaching – Long Island University/Post
  • November 2015 – Service Award – National Association for the Education of Young Children’s Play, Policy, Practice Interest Forum
  • November 2012 – Patricia Nourot Award, National Association for the Education of Young Children

Specialties

  • Early Childhood, Emergent Literacy, Play, School Readiness, Technology, University-School Partnerships Language Development, Dual Language Learners, Contemporary Literacies

Publications (Last 10 years)

Books

  • Cohen, L.E. & Waite-Stupiansky, S. (2020) STEM for Early Childhood Learners: How Science, Technology, Engineering, and Mathematics Strengthen Learning. New York, NY: Routledge.
  • Cohen, L.E. & Waite-Stupiansky, S. (March 2017) Theories of early childhood: Developmental, Behaviorist, and Critical. New York, NY: Routledge.
  • Cohen, L.E. & Waite-Stupiansky, S. (2013). Learning Across the Early Childhood Curriculum, Advances in Early Education and Day Care (Vol. 17). United Kingdom: Emerald Group Publishers.
  • Cohen, L. E. & Waite-Stupiansky, S. (2011). Play: A polyphony of research, theories, and issues. Lanham, MD: University Press of America.

Book Chapters

  • Cohen, L.E. & Kalthoff, A. (2021). Engaging all learners in quality early childhood teacher education. In J. Burris, D. Karno, & D. Rosen (Eds.). Empowering Early Childhood Educators with Technology. IGI Global.
  • Cohen, L.E. (2021). Large blocks, unit blocks as building materials. In D. Bergen (Ed.). Handbook of Developmentally Appropriate Toys. Rowman & Littlefield.
  • Cohen, L.E. & Emmons, J. (2018). Block play: Spatial language with preschool and school-aged children. In D. Wisneski & J. Nicholson (Eds.), Towards Social Justice and Equity: Reconsidering the Role of Play in Early Childhood, New York: Taylor & Francis.
  • Cohen, L.E. & Waite-Stupiansky, S. (2016). Play for all ages: An exploration of intergenerational play. In M. Patte & J. Sutterby (Eds.), Celebrating 40 Years of Research: Reflecting on our Past, Exploring the Present, and Playing into the Future, Play and Culture Studies, Vol. 13, Lanham, MD: Hamilton Books.
  • Cohen, L.E. (2016). Economic differences in play. In D. L. Couchenour & J.K. Chrisman. (Eds.). The Sage Encyclopedia of Contemporary Early Childhood Education, (pp. 512-513). Thousand Oaks, CA: Sage Publication. http://dx.doi.org/10.4135/9781483340333.n138
  • Cohen, L.E. (2015). Play through a Bakhtinian Lens. In S. Eberle, T. ,Henricks, J.E. Johnson, & D. Kushner (Eds.), The Handbook of the Study of Play, Lanham, MD: Rowman & Littlefield.
  • Cohen, L.E. & Friedman, D. (2015). The Early Development Instrument: A bioecological view of school readiness. In W. Parnell & J.M. Iorio (Eds.), Rethinking Readiness in Early Childhood Education: Implications for Policy and Practice, New York: Palgrave Macmillan.
  • Cohen, L.E. (2014). Effects of schooling on language development. In P. Brooks & V. Kempe (Eds.). Encyclopedia of Language Development (pp. 188- 189). Thousand Oaks, CA: Sage Publication.

Peer Reviewed Journal Articles

  • Parrott, H. & Cohen, L.E. (2021). Advantages of mixed-age free play at an elementary school: Perceptions of students, teachers, and parents. International Journal of Play, 10, 1, 75-92.
  • Parrott, H. & Cohen, L.E. (2020). Advocating for play: The benefits of unstructured play in public schools. School Community Journal, 30(2), 229-254.
  • Cohen, L.E. (2017). Preschool discourse interactions: Playful meaning making from a carnival lens. Knowledge Cultures, 5(3), 59-70. doi: 10.22381/KC5320175.
  • Cohen, L.E. & Emmons, J. (2017). Block play: Spatial language with preschool and school-aged children, Early Childhood Development & Care, 187 (5-6), 967-977
  • Cohen, L.E. (2015). Layers of discourse in children’s play: An exploration of double-voicing in children’s social interactions. International Journal of Early Childhood, Springer Publishing.
  • Cohen, L.E., Kramer-Vida, L., Frye, N., & Andreou, M. (2014). The effect of bilingual instruction and play on preschoolers’ English proficiency. International Journal of Play. doi: 10.1080/21594937.2013.876573.
  • Cohen, L.E. (2011). Bakhtin’s carnival and pretend role play: A Comparison of social contexts. 4(2). American Journal of Play. Rochester, NY: The Strong Museum.
  • Cohen, L.E., Kramer-Vida, L., & Frye, N. (2012). Using dialogic reading as professional development to improve students’ English and Spanish vocabulary. NHSA Dialog, 15(1), 1-22. doi:10.1080/15240754.2011.636490.
  • Cohen, L.E., Kramer-Vida, L., & Frye, N. (2012). Implementing dialogic reading with culturally, linguistically diverse preschool children. NHSA Dialog, 15(1), 1-7.doi: 10.1080/15240754.2011.639965.
  • Cohen, L.E. & Uhry, J.K. (2010). Naming block structures: A multimodal approach. Early Childhood Education Journal, 39(1), 79-87. doi: 10.1007/s10643-010-0425-x.
  • Cohen, L.E. (2009). The heteroglossic world of preschoolers’ pretend play. Contemporary Issues in Early Childhood, 10(4).
  • Cohen, L.E., Kurstedt, R. & May, M. (2009). Fluency, text structure, and comprehension: A complex relationship. Reading Horizons Journal, 49(2).
  • Cohen, L.E. (2009). Exploring cultural heritage in a kindergarten classroom. Young Children, 64(3).

Grants

  • Wyandanch Early Childhood Curriculum Project – Wyandanch Union Free School District – Long Island University Partnership: Universal Pre-K Program – 2008-2014
  • Rauch Foundation – Project: Implement Tools of the Mind Curriculum to three early childhood classrooms in Wyandanch Union Free School District.
  • Faculty Research Grant – Project: Bilingual Fairy Tales Supported with Play Props.
  • Faculty Research Grant – Project: Dialogic Reading with Preschoolers.
  • Faculty Research Grant – Project: A comparison of traditional and technology based numeracy-related contexts. An investigation comparing preschool use of the traditional board game, Chutes and Ladders with online version on I-Pads.

Presentations (Last 10 years)

  • Campanelli, C., & Cohen, L.E. (2022). Birth to three language acquisition: Influences of Ambient language in the Montessori Setting. Paper for Annual Meeting of the American Educational Research Association (AERA), San Diego, CA., April 2022.
  • Cohen, L.E. et al. (2022). Consider culture as/through language and social processes. Mentoring Workshop at Annual Meeting of the American Educational Research Association (AERA), San Diego, CA, April 2022
  • Cohen, L.E. & Kalthoff, A. (2021). Coding/computational thinking in the early years. 2021 Bright Start International Conference, November 2021.
  • Schwartz, M. & Cohen, L.E. (2021). An intertextual analysis of narrative picture books: English & New Language Learner’s intertextual analysis. In Sara C. Michael-Luna (Chair), Refining curriculums, literacy and language. Paper accepted for virtual conference at the Annual Meeting of the American Educational Research Association (AERA), April 2021.
  • Cohen, L.E. et al. (2021). Accepting educational responsibility in research: Reimagining community-driven methods and mentoring for a new decade. Workshop session accepted for Language and Social Processes special interest group at the virtual Annual Meeting of the American Educational Research Association (AERA), April 2021.
  • Cohen, L.E. et al. (2021, March) The Role of Toy Play in Promoting Children’s Development in a Time of Crisis. The Association for the Study of Play (TASP) – Virtual Conference
  • Cohen, L.E., Carvalho, G., Gallo, M. & Guma, O. (2021, March). Enhancing early childhood dramatic play centers with prop boxes. The Association for the Study of Play (TASP) – Virtual Conference. See video: https://vzaar.com/videos/22706657
  • Strawhacker, A., Berens, A. & Cohen, L.E. (2020). Early Childhood Maker Spaces. Webinar guest speaker for Tufts University.
  • Cohen, L.E. (2020). The value of block play. Invited guest speaker for Fordham University Graduate School of Education.
  • Cohen, L.E.; Koerner, L.M., Parrott, H. (2020). Advocating for recess: The Social and academic benefits of recess in public schools. Inquiry, Transformation, and Communities. Paper accepted at the Annual Meeting of the American Educational Research Association (AERA). San Francisco, CA. (Conference Cancelled due to COVID-19).
  • Hines, D., Cohen, L.E. & Zusho, A. (2020). Does medium matter? Calibration and comprehension of narrative and expository texts in print and digital. Cognitive and Motivational Processes. Paper accepted at the Annual Meeting of the American Educational Research Association (AERA). San Francisco, CA. (Conference Cancelled due to COVID-19).
  • Cohen, L.E. (2019, November). I-Pad Apps for Early Childhood Programs. Research presentation at the 2019 National Association of Early Childhood Teacher Educators. Nashville, TN.
  • Schwartz, M., Cohen, L.E. (2019, April). Multimodal approach to ENL’s oral language with literacy and dialogue. Paper presented at American Educational Research Association. Toronto, CA.
  • Cohen, L.E., Koerner, L., Laskowski, M. (2019, March). Mixed Age Play for Elementary Students. Symposium presentation of The 45th Association for the Study of Play & International Play Association U.S.A. Harrisonburg, VA.
  • Campanelli, C. & Cohen, L.E. (2018, June). An exploratory study in mixed age family childcare using the LENA System. Paper presented at the National Association of Early Childhood Teacher Educators. Austin, TX.
  • Cohen, L.E. (2018, February). Socioeconomic Differences between Play in Two Preschool Contexts. Paper presentation of the Association for the 44th International conference for the study of play. Melbourne, FL.
  • Cohen, L.E. & Emmons, J. (2017, April). Metacognition and Talk in Block Play: In-school and out-of-school playful contexts. Paper presentation of the Association for the 43rd International Conference for the study of Play. Rochester, NY: The Strong Museum of Play.
  • Cohen, L.E. (2016, April). Block Play: Spatial language and symbolism with preschool and school-aged children. Symposium paper for American Education Research Association. Washington, DC.
  • Sullivan, M. & Cohen, L.E. (2016, April). Reconceptualizing teacher-student dialogue to support dual language learners oral and written responses to questions. Paper presentation for American Education Research Association. Washington, DC.
  • Cohen, L.E. & Emmons, J. (2016, March). Unit block play with elementary students: Skills for the future. Paper presentation of the Association for the Study of Play and the American Association for the Child’s Right to Play (IPA/USA). Rutgers, NJ.
  • Cohen, L.E. (2015, November). Multidisciplinary perspectives on children’s play: A synthesis of current research. National Association for the Education of Young Children. Orlando, FLA.
  • Cohen, L.E. (2015, April). Preschool discourse interactions: Playful meaning making from a carnival lens. Symposium paper for American Education Research Association. Chicago, Ill.
  • Cohen, L.E. (2015, March). Block Play: Spatial Language and Vocabulary. Research presentation for The Association for the Study of Play. San Antonio, Texas.
  • Cohen, L.E. (2014, July). Interlanguage learning: Social pretend play to educate hearts and minds. International academic paper presentation for 15th International Mikhail Bakhtin Conference. Södertörn University, Sweden.
  • Cohen, L.E. & Waite-Stupiansky, S. (2014, April). An intergenerational look at play. Research presentation for The Association for the Study of Play. Rochester, New York.
  • Cohen, L.E. & Kramer, Vida, L. (2014, April). The effects of bilingual instruction and play on preschoolers’ English proficiency. Paper presentation for American Educational Research Association. Philadelphia, PA.
  • Cohen, L.E. (2014, March). Guided Reading Instruction: A component of a balanced literacy program. Presentation for teacher assistants of the Wyandanch Union Free School District.
  • Cohen, L.E. & Waite-Stupiansky, S. (2013, November). An intergenerational look at play. Featured paper session for the National Association for the Education of Young Children, Washington, DC.
  • Cohen, L.E. (2013, November). Weaving together the golden strands of play and research. Round table research session for the National Association for the Education of Young Children. Washington, DC.
  • Cohen, L.E. & Kramer-Vida, L. (2013, April). Using dialogic reading as professional development to improve students’ English and Spanish vocabulary. Research presentation for Institute for Global Education Diplomacy, Georgetown University, Washington, D.C.
  • Cohen, L.E. & Waite-Stupiansky, S. (2013, March). Play: A Polyphony of Research, Theories, and Issues: A Panel of Authors from Play and Culture Studies. A symposium highlighting the voices of children, parents and play advocates. Newark: DE
  • Cohen, L.E. (2012, December). Discourses in Early Childlhood: A conceptual understanding of bilingualism. Invited presenter for Conference of Elementary-Secondary Teaching & Learning (CESTL).
  • Cohen, L.E. (2012, November). Bakhtin’s Dialogic Process in Play: Dual Language Learners’ Dramatic Play. Peer reviewed presentation for 20th International Reconceptualizing Early Childhood Education Conference. Penn State College.
  • Cohen, L.E. & Johnson, J.E. (2012, April). A Dialectical Conception of Play Theory: Cultural-Historical Views. Peer reviewed research presentation for American Educational Research Association. Vancouver, Canada.
  • Cohen, L.E. (2012, April). Bakhtin’s Dialogic Process in Play. Peer review symposium presentation for The Association for the Study of Play. Albuquerque, New Mexico.
  • Cohen, L.E. (2011, November). Children’s Animal Performances: A Shift from Ages to Stages to Ideological Becoming. Peer reviewed research presentation for National Association for the Education of Young Children (NAEYC). Orlando, FL.
  • Cohen, L.E. (2011, July). The Carnivalesque World of Social Pretend Play. Peer reviewed presentation for the 14th International Bakhtin conference. (University of Bologna, Italy).
  • Cohen, L.E. & Johnson, J.E. (2011,April). Critical play theory: A review of critical literature on play and play research. Peer reviewed research presentation for American Educational Research Association. New Orleans, Louisiana.
  • Cohen, L.E. (2010, May). Purposeful play to support oral language. Invited key note presentation for Stamford Public Schools. Stamford, CT.
  • Cohen, L.E. (2010, November). Clearing away the rubble from the offspring: Making room for play in the lives of children. Peer reviewed research presentation for National Association for the Education of Young Children (NAEYC).
  • Cohen, L.E. (2010, October). Researching with children. Collecting data in the classroom. Presentation for Long Island University doctoral students.
  • Cohen, L.E. (2010, July). Preschoolers learn Words: Storybooks, pictures, and play. Invited presentation at Lighting Pathways to Literacy conference.
  • Cohen, L.E. (2010, July). Interactive read-alouds/Shared Reading . Invited presentation at Lighting Pathways to Literacy conference.
  • Cohen, L.E. (2010, June). Early language and literacy in pre-kindergarten. Presentation for Trinity Lutheran Pre-K.
  • Cohen, L.E. (2010, April). The carnivalesque world of social pretend play. Peer reviewed research presentation for American Educational Research Association. Denver, Colorado.
  • Cohen, L.E. (2010, April). Purposeful play to support oral language. Invited presentation for state funded Early Reading First teachers.
  • Cohen, L.E. (2010, March). Popular culture enters the block area. Peer reviewed research presentation for The Association for the Study of Play (TASP) and International Play Association (IPA). Atlanta, GA.
  • Cohen, L.E. (2010, January). ELLCO Pre-K. Early language and literacy classroom assessment. Invited training for literacy coaches on the use of classroom assessment in Pre-kindergarten. Eastern Suffolk BOCES.

Courses Taught – LIU/Post

Graduate:

  • Doctoral -Contemporary Issues in Assessment and Evaluation
  • Masters – Contemporary Issues in Literacy Research – Blended format
  • Masters – Play in the Early Childhood Curriculum
  • Masters Level – Literacy in the Content Areas – Blended format
  • Masters Level – Language & Literacy Teaching and Learning – Online
  • Masters Level – Beginning Reading and Writing: Emergent Literacy
  • Masters Level – Early Childhood Curriculum: Kindergarten to Grade 2
  • Masters Level – Child Development

Undergraduate:

  • Multimodal Approach to Play-Based Early Childhood Curriculum and Instruction Learning – Birth – Preschool
  • Multimodal Approach to Play-Based Early Childhood Curriculum and Instruction Learning –K-2
  • Nurturing Young Children’s Development: A Multicultural Approach – B-2
  • Psychological Perspectives: Teaching and Learning
  • Literacy Development

Thesis

Mentor:

Samantha Scarito – The Influence of Family and Community Involvement on Attainment of Literacy Skills with Low Socioeconomic Early Childhood Students

Thesis Defense – 2021

Demitra Georgalas – Gender and Literacy – Thesis Defense – 2008

Dissertations

Mentors:

  • Amanda Agurkis – Voice and Support for One-to-One Professionals
  • Claudine Campanelli – Birth to Three Language Acquisition: Influences of Ambient Language in the Montessori Setting – Dissertation Defense – 2021
  • Donna D’Ambrosio – Pathways to Statistics, Mathematics, and Test Anxiety in Undergraduate Students – Dissertation Defense – 2017
  • Ruth Guirguis – The Development of Self-Regulation in Preschool: Influencing the Current Regimes of Truth – Dissertation Defense – 2013
  • Dania Mavros – Differences in Sociodramatic Play between High Socioeconomic Preschools and Low Socioeconomic Preschools
  • Maria Ruffini – Meaning Making with Informational Texts: A Multimodal Approach to Kindergarten Literacy Learning – Dissertation Defense – 2013
  • Maureen Schwartz – A Bakhtinian Dialogical Interactive Approach: Read-Alouds with Spanish-speaking kindergarteners – Dissertation Defense – 2015

Dissertations – Committee Member

  • Kathleen F. O’Callaghan – The Impact of School Partnerships and Engagement of Families of Students with Disabilities and Their School Personnel – Dissertation Defense – 2019
  • Dissertation Defense – 2020
  • Jean Ricotta – Attitudes of Principals and Directors of Teacher Preparation Programs Towards a Danielson’s Framework for Professional Practice – Dissertation Defense -2017

Dissertations – Committee Member (Other University)

  •  Dezmarie Hines – Does Medium Matter? Examining Calibration Accuracy, Comprehension Performance, and Computer Familiarity among Adolescents– Fordham University – Dissertation Defense – 2020
  • Katherine Byrnes – Investigating Teachers’ Attitudes toward Professional Development –Hofstra University – Dissertation Defense – 2009

Affiliations and Editorial Boards:

  • Editorial Board, Dialogic Pedagogy Journal: An International Online Journal, http://dpj.pitt.edu
  • Secretary, Association for the Study of Play
  • Long Island Leadership Initiative Advisory Board
  • Founding Member and of the Play, Policy, Practice Interest Forum of the National Association for the Education of Young Children
  • Member, National Association Early Childhood Teacher Educators
  • Member, American Educational Research Association
  • Member, Association for Childhood Education International

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