Boeijie H (2010). Analyses in qualitative research. Los Angeles: Sage Publications.

Bredekamp S (2014). Effective practices in early childhood Educating: Building a foundation. New Jersey: Pearson Education Inc.

Bredekamp S, Copple L (1997). Developmentally appropriate practices in early childhood programmes, serving children through age eight. Washington, D.C., National Association for the Education of Young Children.

Charlesworth R Hart, Burts CH, Thomasson BC, Mostley RHJ, Fleege PD (1993). Measuring developmentally appropriateness of kindergarten teachers beliefs and practices. Early Childhood Res. Q. 8:255-276.
Crossref

Eisenhart MA, Cuthbert AM, Shrum JL, Harding J (1988). Teacher's beliefs about their work activities: Policy implementations. Theory into Practice, 27(2):137-148.
Crossref

Elkind D (1989, October). Developmentally appropriate practice: Philosophical and practical implications. Phi Delta Kappan, 71:115-117.

Epstein AS (2007). A review of research on teacher beliefs and practices. Educ. Res. 38:46-65.

Hauser K, Olsen D, Faidel K (2010). An integrated approach to web development. Rev. Bus. Infor. Syst. 14(1):135-154

Hayson MC, Hirst-Pasek KH, Rescorla L (1996). The classroom practices inventory: An observation instrument based on NAEYC's guidelines for developmentally appropriate practices for 4-5-year-old children. Early Childhood Res. Q. 475-494.

Hedge AV, Cassidy R (2009b). Kindergarten teachers' perspectives on developmentally appropriate practices: A study conducted in Mumbai (India). J. Res. Childhood Educ. 23(3):367-381.
Crossref

Hedge, A.V. and Cassidy, R. (2009a). Teacher beliefs and practices regarding developmentally appropriate practices in India. Early Childhood Devel. Care, 179(7):837-847.
Crossref

Hedge AV, Sugita C, Crane-Mitchell, Averett P (2014). Japanese nursery and kindergarten teachers' beliefs and practices regarding g developmentally appropriate practices. J. Early Years Educ. 22(3):301-314.Crossref

Jones I, Guldo DF (1999). Differential social and academic effects of developmentally appropriate practices and beliefs. J. Res. Childhood Educ. 14(1):26-35.
Crossref

Marshall C, Rossman GB (2016). Designing qualitative research. London: Sage Publication

Maxwell LK, McWilliams AK, Hammeter MR, Ault JM, Shuster WJ (2001). Predictors developmentally appropriate classroom practices in kindergarten-third grade. Early Childhood Educ. Q. 16:431-452.
Crossref

McMullen M, Elicker J, Wang J, Erdiller Z, Lee S, Lin C, Sun P (2005). Comparing beliefs about appropriate practices among early childhood education and care professionals from the US, China, Taiwan, Taiwan, Korea and Turkey. Early Childhood Res. Q. 20:451-466.
Crossref

Migliorini L, Renia N (2017). A qualitative method 'to make visible the world of intellectual relationships', the photovoice in social psychology. Qualitative Res. Psychol. 14(2):131-145.
Crossref

Palermo DS (1970). Imagery and children's learning. Psychol. Bull. 73(6):415-421.
Crossref

Piaget J (1952). The child's conception of number. London: Humanities Press.

Piaget J (1972). The principles of genetic epistemology. New York: Basic Books.

Pressley M (1977). Imagery and children's learning: Putting the picture in developmental perspectives. Am. Educ. Res. Association, 47(4):585-622
Crossref

Riojas-Cotez M, Alanis A, Flores BB (2013). Early childhood teachers re-construct beliefs and practice through reflexive action. J. Early Childhood Teacher Educ. 34:36-45.
Crossref

Sakellariou M, Rentzou K (2011). Cypriot pre-service kindergarten preachers' beliefs about and practices of developmentally appropriate practices in early childhood education. Early Childhood Devel. Care, 180(10):1381-1396.
Crossref

Stake RE (2006). Multiple case study analysis. London: Guildford Press

Vygotsky L (1978). Mind and society: The development of higher psychological processes. London: Harvard University Press