We are the Play Learning Lab, run by Dr. Angela Pyle at the Dr. Eric Jackman Institute of Child Study of the Ontario Institute for Studies in Education/University of Toronto.

ADDRESS

 

Dr. Eric Jackman Institute of Child Study

45 Walmer Road, Room 320
Toronto, ON M5R 2X2

© 2018 by Play Learning Lab

 Publications 

Jensen, H, Pyle, A., Alaca, B., & Fesseha, E. (2019). Playing with a goal in mind: exploring the enactment of guided play in Canadian and South African early years classrooms. Early Years, DOI: 10.1080/09575146.2019.1619670

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. DOI: 10.1007/s10643-018-00925-1

 

DeLuca, C., Pyle, A., Roy, S., Chalas, A., & Danniels, E. (2019). Perspectives on kindergarten assessment: Towards a common understanding. Teachers College Record, 121(3).

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

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 

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 

Alaca, B. & Pyle, A. (2018). Kindergarten teacher's perspectives on culturally responsive education. Canadian Journal of Education, 41(3), 752-782.

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 

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

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.  

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

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. DOI: 10.1080/10409289.2016.1220771

 

Pyle, A., & Alaca, B. (2016). Kindergarten children’s perspectives on play and learning. Early Child Development and Care. DOI: 10.1080/03004430.2016.1245190

 

Fesseha, E., & Pyle, A. (2016). Conceptualizing play-based learning from the kindergarten teacher’s perspective. International Journal of Early Years Education24(3), 361-377.

 

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.

 

Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classrooms. Early Childhood Education Journal43(5), 385–393.

 

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

 

Pyle, A. (2013). Engaging young children in research through photo elicitation. Early Child Development and Care, 183(11), 1544–1558.

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.