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Angela Pyle

Angela Pyle
Associate Professor


Department: Applied Psychology and Human Development

Research Overview

My research interests are in the area of child development and early primary education. My research primarily explores the negotiated balance between academic learning and developmentally appropriate practices in classrooms. Within this area I focus on the role of teacher curricular stance in pedagogical decision-making, how children develop critical literacy skills through play-based learning, and how teachers' assessment practices support and extend children's learning in play-based contexts. As part of this research stream, I'm interested in methods for including young children's voices in research about their learning so I explore methods that are developmentally appropriate for researching with kindergarten-aged children.

Curriculum Vitae

Representative Publications

DeLuca, C., Pyle, A., Braund, H., & Faith, L. (accepted). 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. (in press). New directions for kindergarten education: Embedding assessment in play-based learning. TheElementary School Journal.

Danniels, E., Pyle, A., & DeLuca, C. (2019). The role of technology in supporting classroom assessment in play-based kindergarten. Teaching and Teacher Education. 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: An International Research Journal. 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.

Pyle, A. (2018). Negotiating a holistic view of play-based learning: A Commentary. In: Tremblay R.E., Boivin M., Peters R.De.V., eds. Pyle A., topic ed. Encyclopedia on Early Childhood Development [online]. Retrieved from

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. 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), 117–12. DOI: 10.1007/s10643-017-0852-z

Alaca, B., & Pyle, A. (2018). Kindergarten teachers’ perspectives on culturally responsive education. Canadian Journal of Education.

Pyle, A., De Luca, C., & Danniels, E. (2017). A scoping review of research on play-based pedagogies in kindergarten education. Review of Education. DOI: 10.1002/rev3.3097

Pyle, A., De Luca, C., & Danniels, E. (2017). Context and implications Document for: A scoping review of research on play-based pedagogies in kindergarten education. Review of Education. DOI: 10.1002/rev3.3098

Pyle, A., & Danniels, E. (2017). 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

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.

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.

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

Pyle, A., & DeLuca, C. (2016). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research. DOI: 10.1080/00220671.2015.1118005

Fesseha, E., & Pyle, A. (2016). Conceptualizing play-based learning from the kindergarten teacher’s perspective. International Journal of Early Years Education. DOI: 10.1080/09669760.2016.1174105

Pyle, A., & Danniels, E. (2015). Using a picture book to gain assent in research with young children. Early Child Development & Care. DOI:10.1080/03004430.2015.1100175

Pyle, A., & Bigelow, A. (2015). Play in kindergarten: An interview and observational study in three Canadian classroom. 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 Deveopment and Care. 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 teacher's assessment approaches. Early Childhood Education Journal, 41(5), 373-380.

Research Grants and Contracts

Pyle, A., & Martinussen, R. (2018-2022). Literacy and self-regulation in play-based kindergarten classrooms: A comparison of pedagogical approaches. Social Sciences and Humanities Research Council Insight Grant.

DeLuca, C., & Pyle, A. (2015-2018). Constructing an Integrated Assessment Framework for Play-Based Kindergarten Education. Social Sciences and Humanities Research Council Insight Grant.

Pyle, A. (2014-2016). How can children develop literacy skills through play? A study of the play-literacy interface in full-day kindergarten classrooms. Social Sciences and Humanities Research Council Insight Development Grant.

Pyle, A. (2014-2015). Exploring the play-literacy interface in full day kindergarten classrooms. University of Toronto Connaught New Researcher Award.

Pyle, A. (2011-2013). Listening to the voices in the garden: The enactment of curriculum in contemporary kindergarten. Social Science and Humanities Council of Canada Doctoral Fellowship.

Honours and Awards

American Educational Research Association Early Education & Child Development Early Research Career Scholar Award, 2018

Professional Activities

American Educational Research Associate, General Member, 2010-present
Canadian Society for the Study of Education, General Member, 2008-present
Ontario College of Teachers, Member in Good Standing, 2000-2017