• 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.
  • 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).