Lynn E. Cohen

Lynn E. Cohen is a Professor in the Department of Teaching and Literacy at Long Island University Post, within the College of Education, Information and Technology. She teaches across undergraduate, master’s, and doctoral programs and is deeply engaged in research, mentorship, university-school partnerships, and professional service. Her academic journey includes a B.S. from SUNY New Paltz, an M.S. from Johns Hopkins University, and a Ph.D. from Fordham University, along with specialized certifications in educational leadership and early childhood technology from Tufts University.

Dr. Cohen's research centers on early childhood education, with a focus on emergent literacy, play, language development, dual language learners, and technology integration. She employs sociological and philosophical lenses—particularly the work of Mikhail Bakhtin—to examine children’s discourse, social interactions, and identity formation in diverse educational and peer contexts. Her scholarship emphasizes equity, cultural responsiveness, and the transformative potential of play in learning.

Her recent publications reflect a strong trend toward interdisciplinary and innovative approaches, including computational thinking in early education, intergenerational play, block play as a vehicle for spatial language, and dialogic reading strategies. These works span developmental, sociocultural, and critical perspectives, often bridging theory and practice in early childhood settings.

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

Dr. Cohen has been actively involved in mentoring emerging scholars, securing research grants, and contributing to national discourse through presentations at major conferences like AERA, NAEYC, and the Association for the Study of Play. Her grant-funded projects have explored bilingual fairy tales, dialogic reading, technology-based numeracy, and the implementation of the Tools of the Mind curriculum. She also serves on editorial boards for the Dialogic Pedagogy Journal and the International Journal of Early Childhood Education, and holds leadership roles in professional organizations, underscoring her commitment to advancing the field through collaboration and service.

She is affiliated with several research initiatives and professional networks, including the Play, Policy, Practice Interest Forum of NAEYC, the Association for the Study of Play, and the American Educational Research Association. Her work continues to influence both academic scholarship and practical applications in early childhood classrooms.