Publications
Assessment
Pyle, A., DeLuca, C., Wickstrom, H., Danniels, E., & Fesseha, E. (2023). Play-based learning and
assessment practices in early years: Methodological explorations. Educational Research. doi:
10.1080/00131881.2023.2181201 | Full Article |
​​
Pyle, A., DeLuca, C., Wickstrom, H., & Danniels, E. (2022). Connecting kindergarten teachers’ play-based learning profiles and their classroom assessment practices. Teaching and Teacher Education, (119). doi:10.1016/j.tate.2022.103855.
| Full Article |
​
Pyle, A., DeLuca, C., Danniels, E., & Wickstrom, H. (2020). A model for assessment in play-based kindergarten education. American Educational Research Journal, 56(6), 2251-2292. doi:10.3102/0002831220908800.
| Full Article | Infograph |
​
DeLuca, C., Pyle, A., Braund, H., & Faith, L. (2020). Leveraging assessment to promote kindergarten learners’ independence and self-regulation within play-based classrooms. Assessment in Education: Principles, Policy & Practice, 27(4), 394-415. doi:10.1080/0969594X.2020.1719033
| Full Article |
DeLuca, C., Pyle, A., Valiquette, A., & LaPointe-McEwan, D. (2020). New directions for kindergarten education: Embedding assessment in play-based learning. The Elementary School Journal, 120(3), 455-479. doi:10.1086/707008.
| Full Article |
​
Danniels, E., Pyle, A., & DeLuca, C. (2020). The role of technology in supporting classroom assessment in play-based kindergarten. Teaching and Teacher Education, 88. doi:10.1016/j.tate.2019.102966.
| Full Article |
​
DeLuca, C., Pyle, A., Roy, S., Chalas, A., & Danniels, E. (2019). Perspectives on kindergarten assessment: Towards a common understanding. Teachers College Record, 121(3). doi:10.1177/016146811912100302.
| Full Article |
​​
Pyle, A., & DeLuca, C. (2017). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research, 110(5), 457-466. doi:10.1080/00220671.2015.1118005.
| Full Article | Open Access |
​​
Pyle, A. & DeLuca, C. (2013). Assessment in the kindergarten classroom: An empirical study of teachers’ assessment approaches. Early Childhood Education Journal, 41(5), 373-380. doi:10.1007/s10643-012-0573-2
| Full Article | Open Access |
Early Literacy
​
Pyle, A., Wickstrom, H., Gross, O., & Kraszewski, E. (2024). Supporting children's literacy development through teacher-facilitated play. Journal of Early Childhood Research. doi: 10.1177/1476719X2312212
​​
Pyle, A., Poliszczuk, D., & Danniels, E. (2018). The challenges of promoting literacy integration within a play-based learning kindergarten program: Teacher perspectives and implementation. Journal of Research in Childhood Education, 32(2), 219-233. doi:10.1080/02568543.2017.1416006.
| Full Article | Infograph | Open Access |
​
Pyle, A., Prioletta, J., & Poliszczuk, D. (2018). The play-literacy interface in full-day kindergarten classrooms. Early Childhood Education Journal, 46(1), 117-127. doi:10.1007/s10643-017-0852-z.
| Full Article | Infograph | Open Access |​
​
Prioletta, J., & Pyle, A. (2017). Play and gender in Ontario kindergarten classrooms: Implications for literacy learning. International Journal of Early Years Education, 25(4), 393-408. doi:10.1080/09669760.2017.1390446.
| Full Article | Open Access |​​
​
Early Math
​
​
Wickstrom, H., & Pyle, A. (2024). Supporting early math learning along a continuum of guided play. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01650-8 ​
​
Wickstrom, H., & Pyle, A. (2023). Shifting perspectives: Developing and integrating educators’ notions of play and early math learning in kindergarten. International Journal of Early Years Education. 1-15. https://doi.org/10.1080/09669760.2023.2299255
​​
Wickstrom, H., Pyle, A., & DeLuca, C. (2019). Does theory translate into practice? An observational study of current mathematics pedagogies in play-based kindergarten. Early Childhood Education Journal, 47(3), 287-295. doi:10.1007/s10643-018-00925-1.
| Full Article | Infograph | Open Access |
Inclusion and Play-Based Learning
​​
Danniels, E., & Pyle, A. (2023). Teacher perspectives and approaches towards promoting inclusion
in play-based learning for children with developmental disabilities. Journal of Early Childhood Research. doi: 10.1080/13603116.2021.1941316. | Full Article |
​​
Danniels, E., & Pyle, A. (2022). Inclusive play-based learning: Approaches from enacting kindergarten
teachers. Early Childhood Education Journal. doi:10.1007/s10643-022-01369-4. | Full Article |
​
Danniels, E., & Pyle, A. (2021). Promoting inclusion in play for students with developmental disabilities: Kindergarten teachers’ perspectives. International Journal of Inclusive Education. doi:10.1080/13603116.2021.1941316.
| Full Article |
​​
Alaca, B., & Pyle, A. (2018). Kindergarten teacher's perspectives on culturally responsive education. Canadian Journal of Education, 41(3), 752-782.
| Full Article | Open Access |
​​
Self-Regulation and SEL
​
​Larsen, N., Pyle, A., Danniels, E., Marzouca, M., & Nazeem, R. (2023). Kindergarten teachers’ facilitation of social emotional learning in classroom play contexts. Education Inquiry. 1-22. doi: 10.1080/20004508.2023.2192900 | Full Article |
​
Pyle, A., Danniels, E., Larsen, N., & Martinussen, R. (2022). Supporting children’s self-regulation development in play-based kindergarten classrooms. International Journal of Educational Research. doi: 10.1016/j.ijer.2022.102059 | Full Article |​
Pyle, A., Danniels, E., Larsen, N., & Martinussen, R. (2022). Supporting children’s self-regulation development in play-based kindergarten classrooms. International Journal of Educational Research, 116. doi:10.1016/j.ijer.2022.102059.
| Full Article | Infograph |
​
Other
Pyle, A., Filip, R., McCann, A., Larsen, N., & Cowan, E. (2024) Playing through the pandemic and beyond: Exploring the ongoing impact of COVID-19 on play-based learning in kindergarten classrooms. International Journal of Early Years Education. doi: 10.1080/09669760.2024.2367505
​​
Timmons, K., Pyle, A., Danniels, E, Cowan, E., & McCann, A. (2022). Teacher expectations in the
early primary grades: A scoping review. Review of Education, 10 (3). doi: 10.1002/rev3.3375
​
Jensen, H., Pyle, A., Alaca, B., & Fesseha, E. (2021). Playing with a goal in mind: Exploring the enactment of guided play in Canadian and South African early years classrooms. Early Years, 41(5), 491-505. doi:10.1080/09575146.2019.1619670.
| Full Article | | Infograph |
​
Pyle, A., Pyle, M. A., Prioletta, J., & Alaca, B. (2021). Portrayals of play-based learning: Misalignments between public discourse, classroom realities, and research. American Journal of Play, 13(1), 53-86.
| Full Article |​
Alden, C., & Pyle, A. (2019). Multi-sector perspectives on outdoor play in Canada. International Journal of Play, 8(3), 239-254. doi:10.1080/21594937.2019.1684145.
| Full Article |
​​
Pyle, A., & Alaca, B. (2018). Kindergarten children's perspectives on play and learning. Early Child Development and Care, 188(8), 1063-1075. doi:10.1080/03004430.2016.1245190.
| Full Article | Open Access |​
​
Pyle, A., DeLuca, C., & Danniels, E. (2017). A scoping review of research on play-based pedagogies in kindergarten education. Review of Education, 5(3), 311-351. doi:10.1002/rev3.3097.
| Full Article | Open Access |
​
Pyle, A., DeLuca, C., & Danniels, E. (2017). Context and implications document for: A scoping review of research on play-based pedagogies in kindergarten education. Review of Education, 5(3), 352-353. doi:10.1002/rev3.3098.
| Full Article | Open Access |​
​
Pyle, A., & Danniels, E. (2016). A continuum of play-based learning: The role of the teacher in a play-based pedagogy and the fear of hijacking play. Early Education & Development, 28(3), 274-289. doi:10.1080/10409289.2016.1220771.
| Full Article | Infograph | Open Access |
Pyle, A., & Alaca, B. (2016). Kindergarten children’s perspectives on play and learning. Early Child Development and Care, 8, 1063-1075. doi:10.1080/03004430.2016.1245190.
| Full Article | Open Access |
Fesseha, E., & Pyle, A. (2016). Conceptualizing play-based learning from the kindergarten teacher’s perspective. International Journal of Early Years Education, 24(3), 361-377. doi:10.1080/09669760.2016.1174105.
| Full Article | Open Access |
Pyle, A., & Danniels, E. (2015). Using a picture book to gain assent in research with young children. Early Child Development & Care, 186(9), 1438-1452. doi:10.1080/03004430.2015.1100175.
| Full Article | Open Access |
Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classrooms. Early Childhood Education Journal, 43(5), 385-393. doi:10.1007/s10643-014-0666-1.
| Full Article | Open Access |
Pyle, A., & Luce-Kapler, R. (2014). Looking beyond the academic and developmental logics in kindergarten education: The role of Schwab's commonplaces in classroom-based research. Early Child Development and Care, 184(12), 1960-1977. doi:10.1080/03004430.2014.897945.
| Full Article |
Pyle, A. (2013). Engaging young children in research through photo elicitation. Early Child Development and Care, 183(11), 1544-1558. doi:10.1080/03004430.2012.733944.
| Full Article |