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Dr. Jeffrey Trawick-Smith Publications

Trawick-Smith, J. (2011). Teacher-child play interactions to achieve learning outcomes in preschool: Risks and opportunities. In R. Pianta, S. Barnett, L. Justice, & S. Sheridan (Eds.), Handbook of Research in Early Education. New York: Guilford.

 

Trawick-Smith, J. (2011). Play and the curriculum. In Frost, J., Reifel, S., & Wortham, S. (Eds.) Play and child development, 4th edition. Columbus, Ohio: Merrill.

 

Trawick-Smith, J. (2010). Early childhood development: A multicultural perspective, 5th edition. Columbus, Ohio: Merrill.

Trawick-Smith, J. (2010). Drawing back the lens on play: A frame analysis of young children’s play in Puerto Rico. Early Education and Development. 21, 1–32.

 

Trawick-Smith, J., Russell, H., & Swaminathan, S. (2010). Measuring the effects of toys on the cognitive, creative, and social play behaviors of preschool children. Early Child Development and Care. 

 

Trawick-Smith, J., Dzuirgot, T. (2010). “Good-fit” teacher-child play interactions and subsequent autonomous play in preschool. Early Childhood Research Quarterly.

 

Trawick-Smith, J., & Dzuirgot, T. (2010). Untangling teacher-child play interactions: Do teacher education and experience influence “good-fit” responses to children’s play? Journal of Early Childhood Teacher Education, 31, 1–24.

 

Trawick-Smith, J. (2010). Can classroom play ease the transition to a new culture?: Applying research on young children from Puerto Rico. Diaspora, Indigenous, and Minority Education, 4, 1–11.

Trawick-Smith, J. (2005). Early childhood development: A multicultural perspective (4th ed.). Columbus, Ohio: Merrill.

Trawick-Smith, J. (2005). Social play in school. In D. Fromberg & D. Bergen (Eds.), Play from birth to 12. New York: Garland Press.

Trawick-Smith, J. (2004). Play and teaching in the early childhood classroom: Four approaches. In J. Frost, S. Reifel, & S. Wortham. (Eds.), Play and child development (2nd ed.). Columbus, Ohio: Merrill.

Trawick-Smith, J. & Picard, T. (2003). Literacy play: Is it really play anymore? Childhood Education, 79, 229-231.

Barbuto, L.M., Swaminathan, S., Trawick-Smith, J., & Wright, J.L. (2003). The role of the teacher in scaffolding children's interactions in a technological environment: How a technology project is transforming preschool teacher practices in urban schools. In J. Wright, A. McDougal, J. Murnane, & J. Lowe (Eds.), Young children and learning technologies (pp. 13-20). Melbourne, Australia: Australian Computer Society, Inc.

Trawick-Smith, J. (2002). Early childhood development: A multicultural perspective (3rd ed.). Columbus, Ohio: Merrill.

Trawick-Smith, J. (2001). The play frame and the “Fictional Dream:” The bi-directional relationship between metaplay and story writing. Advances in Early Education and Day Care, 11, 337-353.

Trawick-Smith, J. (2000). Play and the curriculum. In J. Frost, S. Reifel, & S. Wortham (Eds.), Play and child development. Columbus, Ohio: Merrill.

Trawick-Smith, J. (1999). Early childhood development: A multicultural perspective (2nd ed.). Columbus, Ohio: Merrill.

Trawick-Smith, J. (1998). A qualitative analysis of metaplay in the preschool years. Early Childhood Research Quarterly, 14, 433-452.


Trawick-Smith (1998). Why play training works: A integrated model for play intervention. Journal for Research in Childhood Education, 12, 117-129.

Lisi, P. & Trawick-Smith, J. (1997). Measuring the impact of Project Impact as a curriculum transformation program. Multicultural Review, 6(4), 214-237.

Trawick-Smith, J. (1997). School-based play and social interactions. In D. Fromberg & D. Bergen (Eds.), Play from birth to 12: Contexts, perspectives, meanings. New York: Garland Press.


Trawick-Smith, J. (1996). Early childhood development: A multicultural perspective (1st ed.). Columbus, Ohio: Merrill.


Andrews, L. & Trawick-Smith, J. (1995). An ecological model for violence prevention: Risk factors, protective factors, and goals for intervention, In R. Hampton, T.P. Gullotta, & E. Newberger (Eds.), When anger governs: Preventing violence in America. Newbury Park, CA: Sage.


Trawick-Smith, J. & Lambert, L. (1995). The unique challenges of the family child care provider: Implications for professional development. Young Children, 27-36.


Trawick-Smith, J. (1994). Authentic dialogue with children: A sociolinguistic perspective on language learning. Dimensions of Early Childhood, 22, 9-16.


Trawick-Smith, J. & Lisi, P. (1994). Infusing multicultural perspectives in an early childhood development course: Effects on the knowledge and attitudes of inservice teachers, Journal of Early Childhood Teacher Education, 15, 8-23.


Trawick-Smith, J. (1994). Interactions in the classroom: Facilitating play in the early years. Columbus, Ohio: Merrill.


Trawick-Smith, J. (1992). A descriptive study of spatial arrangement in a family day care home. Child and Youth Care Forum, 21(4), 356-397.


Trawick-Smith, J. (1992). A descriptive study of persuasive preschool children: How they get others to do what they want. Early Childhood Research Quarterly, 7(1), 95-114.


Trawick-Smith, J. (1992). The physical classroom environment: How it affects young children's play and development. Dimensions of Early Childhood, 20(2), 19-30.


Trawick-Smith, J. (1991). The significance of toddler pretend play in child care. Early Child Development and Care, 68, 11-18.


Trawick-Smith, J. (Ed.) (1990). Child care: Raising the standards. Bloomington, IN: Phi Delta Kappa.


Trawick-Smith, J. (1990). Give and take: How young children persuade their peers. Dimensions: A Journal of the Southern Association on Children Under Six, 19, 14-23.


Trawick-Smith, J. (1990). Effects of realistic vs. non-realistic play materials on young children's symbolic transformation of objects. Journal of Research in Childhood Education, 5, 27-36.


Trawick-Smith, J. (1989). Play is not learning: A critical review of the literature. Child and Youth Care Quarterly, 18(3), 119-142.


Trawick-Smith, J. (Ed.) (1989). Kindergarten: Programs and practices. Bloomington, IN: Phi Delta Kappa.


Trawick-Smith, J. (Ed.)(1989). Preschool programs. Bloomington, IN: Phi Delta Kappa.


Trawick-Smith, J. (1989). Play is not learning. In J. Trawick-Smith (Ed.), Preschool programs. Bloomington, IN: Phi Delta Kappa.


Trawick-Smith, J. & Thompson, R. (1987). Preparing young children for hospitalization. In J.B. McCraken (Ed.), Reducing stress

in young children's lives. Washington, D.C.: NAEYC.


Trawick-Smith, J.(1988). Some mysteries about children's language learning. Day Care and Early Education, 16, 36-44.


Trawick-Smith, J.(1988). Let's say you're the baby, okay?: The play leadership and following behaviors of young children. Young Children, 44-56.


Trawick-Smith, J. (1988). A school-based program for preparing young children for hospitalization: Handbook and preliminary findings. (ERIC Document Reproduction Service No. ED 282 628)


Trawick-Smith, J. (1987) An instrument to measure the dramatic play behavior of young children: Coding guide and reliability and validity. (ERIC Document Reproduction Service No. ED 286 654)


Trawick-Smith, J. (1985). Developing the dramatic play enrichment program. Dimensions: A Journal of the Southern Association on Children Under Six, 13, 7-15


Trawick-Smith, J. (1985). Planning a comprehensive staff development program. Day Care And Early Education, 12, 52-59.


Trawick-Smith, J. and Thompson, R.H. (1984). Preparing young children for hospitalization. Young Children, 39, 49-54.