Angela Pyle
Biographic Data
| ID | 3779605 |
|---|---|
| NAME | Angela Pyle |
| GIVEN NAMES | Angela |
| FAMILY NAME | Pyle |
| SIGNATURE | PYLE A |
| AFFILIATIONS | University of Toronto |
| ORCID | 0000-0002-9112-4687 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Children's perspectives of learning through play in the majority world
As efforts to use learning through play (LtP) expand globally, it is important to explore how children's perspectives impact the efficacy and experience of this pedagogical approach. LtP has been conceptualized as a spectrum from free play to guided play to teacher‐directed play. This spectrum describes different ways in which play happens—with varying levels of adult support—and acknowledges that children's agency is characterized by choice and …
Teacher RePlay and Children ReAct
Playful learning has seen a resurgence of interest in the past decade, particularly in contexts where play is not traditionally part of a teacher’s repertoire. Teachers interested in exploring the integration of play in their classrooms need formative tools and resources that help them to reflect and assess their own practice and their ability to create a playful learning experience for their students. This study presents the results of two round…
Supporting literacy development in kindergarten through teacher-facilitated play
Teacher-facilitation of play is proposed as an effective method for supporting early literacy learning, however, educators remain uncertain how to balance child-autonomy in play while also directing play toward explicit academic objectives. In response, this study sought to understand how kindergarten teachers can successfully facilitate play to support early literacy development. Classroom observations and semistructured interviews were gathered…
Teacher perspectives and approaches toward promoting inclusion in play-based learning for children with developmental disabilities
As school authorities strive toward inclusive models of education for children with neurodevelopmental delay and disability (NDD), many kindergarten curricula have mandated pedagogy centered on learning through play. Children with NDD tend to experience greater social isolation and lower rates of social play engagement compared to typically developing peers. Consequently, issues related to social participation and inclusion may be particularly sa…
Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts
Play occupies a critical role in the kindergarten classroom, and the expansion of formal play-based learning programmes have brought connections between play and learning to the forefront. With respect to social and emotional learning (SEL), child-directed play has been viewed as critical, while teacher direction has been framed as a potential disruption to this learning. However, teachers facilitate different types of play in kindergarten with v…
Supporting children's self-regulation development in play-based kindergarten classrooms
Connecting kindergarten teachers’ play-based learning profiles and their classroom assessment practices
Planned Change
Resourcefulness and adaptability are essential to success in the modern economy; the motivation, metacognition, and cognitive skills required for self-regulated learning (SRL) have never been more important. Unfortunately, teacher-led SRL interventions rarely survive implementation, and teachers' general practices rarely reflect their intention to promote SRL. After discussing the shortcomings of virtual or modularized SRL education, this study e…
Promoting inclusion in play for students with developmental disabilities
Children identified with developmental disabilities or delays (DD) are increasingly being educated in inclusive mainstream classroom environments. At the kindergarten level, there have been pedagogical shifts towards the promotion of play-based learning, with few resources addressing how teachers can support inclusion in play. Forty-two Ontario kindergarten teachers completed an online survey with open-ended questions regarding the promotion of p…
A Model for Assessment in Play-Based Kindergarten Education
Kindergarten teachers face the challenge of integrating contemporary assessment practices with play-based pedagogy. The current study addresses this challenge by presenting a kindergarten assessment framework rooted in theory and current classroom practices, based on teacher interview and observational data collected in 20 kindergarten classrooms. Ten teachers subsequently participated in extended observations and video elicitation interviews. Re…
The role of technology in supporting classroom assessment in play-based kindergarten
Multi-sector perspectives on outdoor play in Canada
Increasing opportunities for children’s outdoor play is emerging as a priority for multiple sectors given the associated developmental benefits. This study examined the commonalities of multi-sector leaders’ perspectives on outdoor play in Canada. Despite using diverse terminology to describe play, and controversy about risky play, participants articulated three interrelated elements central to outdoor play: child agency, play-rich environments, …
A Continuum of Play-Based Learning
Research Findings: Research has demonstrated the developmental and educational benefits of play. Despite these benefits, teacher-directed academic instruction is prominent in kindergarten. Current research emphasizes a narrow definition of play-based learning as a child-directed practice, resulting in teacher uncertainty about the implementation of this pedagogical approach. Fifteen kindergarten classrooms were examined using qualitative methodol…
Just listen to us”
Teachers play a vital role in the implementation of new programs. This article discusses how best to support teachers in the face of such change. Specifically, we describe the perspectives of teachers who participated in a pilot project of the responsiveness to intervention model. Through focus group data, the researchers explored the barriers that teachers encountered during the first year of implementation as well as the supports that allowed t…
Just listen to us”
Teachers play a vital role in the implementation of new programs. This article discusses how best to support teachers in the face of such change. Specifically, we describe the perspectives of teachers who participated in a pilot project of the responsiveness to intervention model. Through focus group data, the researchers explored the barriers that teachers encountered during the first year of implementation as well as the supports that allowed t…
A Continuum of Play-Based Learning
Research Findings: Research has demonstrated the developmental and educational benefits of play. Despite these benefits, teacher-directed academic instruction is prominent in kindergarten. Current research emphasizes a narrow definition of play-based learning as a child-directed practice, resulting in teacher uncertainty about the implementation of this pedagogical approach. Fifteen kindergarten classrooms were examined using qualitative methodol…
The role of technology in supporting classroom assessment in play-based kindergarten
Multi-sector perspectives on outdoor play in Canada
Increasing opportunities for children’s outdoor play is emerging as a priority for multiple sectors given the associated developmental benefits. This study examined the commonalities of multi-sector leaders’ perspectives on outdoor play in Canada. Despite using diverse terminology to describe play, and controversy about risky play, participants articulated three interrelated elements central to outdoor play: child agency, play-rich environments, …
A Model for Assessment in Play-Based Kindergarten Education
Kindergarten teachers face the challenge of integrating contemporary assessment practices with play-based pedagogy. The current study addresses this challenge by presenting a kindergarten assessment framework rooted in theory and current classroom practices, based on teacher interview and observational data collected in 20 kindergarten classrooms. Ten teachers subsequently participated in extended observations and video elicitation interviews. Re…
Planned Change
Resourcefulness and adaptability are essential to success in the modern economy; the motivation, metacognition, and cognitive skills required for self-regulated learning (SRL) have never been more important. Unfortunately, teacher-led SRL interventions rarely survive implementation, and teachers' general practices rarely reflect their intention to promote SRL. After discussing the shortcomings of virtual or modularized SRL education, this study e…
Promoting inclusion in play for students with developmental disabilities
Children identified with developmental disabilities or delays (DD) are increasingly being educated in inclusive mainstream classroom environments. At the kindergarten level, there have been pedagogical shifts towards the promotion of play-based learning, with few resources addressing how teachers can support inclusion in play. Forty-two Ontario kindergarten teachers completed an online survey with open-ended questions regarding the promotion of p…
Supporting children's self-regulation development in play-based kindergarten classrooms
Connecting kindergarten teachers’ play-based learning profiles and their classroom assessment practices
Teacher perspectives and approaches toward promoting inclusion in play-based learning for children with developmental disabilities
As school authorities strive toward inclusive models of education for children with neurodevelopmental delay and disability (NDD), many kindergarten curricula have mandated pedagogy centered on learning through play. Children with NDD tend to experience greater social isolation and lower rates of social play engagement compared to typically developing peers. Consequently, issues related to social participation and inclusion may be particularly sa…
Kindergarten teachers’ facilitation of social and emotional learning in classroom play contexts
Play occupies a critical role in the kindergarten classroom, and the expansion of formal play-based learning programmes have brought connections between play and learning to the forefront. With respect to social and emotional learning (SEL), child-directed play has been viewed as critical, while teacher direction has been framed as a potential disruption to this learning. However, teachers facilitate different types of play in kindergarten with v…
Teacher RePlay and Children ReAct
Playful learning has seen a resurgence of interest in the past decade, particularly in contexts where play is not traditionally part of a teacher’s repertoire. Teachers interested in exploring the integration of play in their classrooms need formative tools and resources that help them to reflect and assess their own practice and their ability to create a playful learning experience for their students. This study presents the results of two round…
Supporting literacy development in kindergarten through teacher-facilitated play
Teacher-facilitation of play is proposed as an effective method for supporting early literacy learning, however, educators remain uncertain how to balance child-autonomy in play while also directing play toward explicit academic objectives. In response, this study sought to understand how kindergarten teachers can successfully facilitate play to support early literacy development. Classroom observations and semistructured interviews were gathered…
Children's perspectives of learning through play in the majority world
As efforts to use learning through play (LtP) expand globally, it is important to explore how children's perspectives impact the efficacy and experience of this pedagogical approach. LtP has been conceptualized as a spectrum from free play to guided play to teacher‐directed play. This spectrum describes different ways in which play happens—with varying levels of adult support—and acknowledges that children's agency is characterized by choice and …
Psychology (14 works) · Pedagogy (12 works) · Mathematics education (10 works) · Early Childhood Education and Development (9 works) · Child Development and Digital Technology (7 works) · Education and Technology Integration (5 works) · Developmental psychology (4 works) · Sociology (4 works) · Computer Science (3 works) · Curriculum (3 works)