Below is a list of research articles authored by faculty (several articles are also co-authored by undergraduate research assistants) that have been published over the years:
Trawick-Smith, J., Oski, H., DePaolis, K., Krause, K., & Zebrowski, A. (2016). Naptime data meetings to increase the math talk of early care and education providers. Journal of Early Childhood Teacher Education, 37 (2), 157-174.
Trawick-Smith, J., Baton, B., Danieluk, C., Marsh, S., & Szarwacki, M. (2016). Block play as a context for mathematical thinking: the effects of building complexity, peer and teacher interactions, and replica play materials on math learning in preschool. Journal of Research in Childhood Education.
Trawick-Smith, J., Swaminathan, S., & Liu, X. (2015). The relationship of teacher-child play interactions to mathematics learning in preschool. Early Child Development and Care, 186, 716-733.
Trawick-Smith, J., Wolff, J., Koschel, M., & Vallarelli, J. (2015). Effects of toys on the play quality of preschool children: Influence of gender, ethnicity, and socioeconomic status. Early Childhood Education Journal, 43, 249–256.
Trawick-Smith, J., Wolff, J., Koschel, M., & Vallarelli, J. (2014). Which toys promote high-quality play? Reflections on the five year anniversary of the TIMPANI toy study. Young Children, 69(2) 40-47.
Anderberg, A., & Ruby, M. F. M. (2013). Preschool bilingual learners’ receptive vocabulary development in school readiness programs. NABE Journal of Research and Practice, 4(1).
Trawick-Smith, J., Russell, H., & Swaminathan, S. (2011). Measuring the effects of toys on the cognitive, creative, and social play behaviors of preschool children. Early Child Development and Care, 181(7), 909-927.
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., Dzuirgot, T. (2010a). “Good-fit” teacher-child play interactions and subsequent autonomous play in preschool. Early Childhood Research Quarterly, 26, 110-123.
Trawick-Smith, J., & Dzuirgot, T. (2010b). 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.
Swaminathan, S. (2005) Children’s autonomous approaches to problem solving. Hong Kong Journal of Early Childhood, 4(1), 47-51.
Trawick-Smith, J. & Picard, T. (2004). Literacy play: Is it really play anymore? Childhood Education, 79, 229-231.
Sarama, J., Clements, D. H., Swaminathan, S., McMillen, S., & Gonzalez Gomez, R. M. (2003). Development of mathematical concepts of two-dimensional space in grid environments: An exploratory study. Cognition & Instruction, 21, 285-324.
Swaminathan, S., & Yelland, N. (Eds.). (2003). Global perspectives on educational technology [International Theme Issue]. Childhood Education, 79(5).
Trawick-Smith, J. (2003). 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.
Heft, M. T & Swaminathan, S. (2002) The effects of computers on the social behavior of preschoolers. Journal of Research in Childhood Education, 16(2), 162-174.
Swaminathan, S. (2000). Integrating technology within the curriculum: Teachers’ challenges and teacher educator’s insights. Journal of Early Childhood Teacher Education, 21(2), 289-294.
Clements, D. H., Swaminathan, S., Hannibal, M. Z., & Sarama, J.(1999). Young children’s concepts of shapes. Journal for Research in Mathematics Education, 30(2), 192-212.
Clements, D. H., Battista, M. T., Sarama, J., & Swaminathan, S. (1998). Development of students’ spatial thinking in a curriculum unit on geometric motions and area. The Elementary School Journal, 98(2), 171-186.
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: A curriculum transformation program. Multicultural Review, 6, (4), 214-237.
Trawick-Smith, J. & Lambert, L. (1995). The unique challenges of the family child care provider: Implications for professional development. Young Children, 50, 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. (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. (1990). Give and take: How young children persuade their peers. Dimensions of Early Childhood, 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.(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, 43, 44-56.
Trawick-Smith, J. (1985). Developing the dramatic play enrichment program. Dimensions of Early Childhood, 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.