Pyle, A., DeLuca, C., Danniels, E., & Wickstrom, H. (2020). A model for assessment in play-based kindergarten education. American Educational Research Journal. 

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.


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. 

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


Alden, C., & Pyle, A. (2019). Multi-sector perspectives on outdoor play in Canada. International Journal of Play. DOI: 10.1080/21594937.2019.1684145 

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 Education, 24(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 Journal, 43(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.


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.



Dr. Eric Jackman Institute of Child Study

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

© 2020 by Play Learning Lab