The Influence of Educational Beliefs in a Developmentally Appropriate Practice to Mathematics Pedagogical Content Knowledge of Early Childhood Teachers: Focusing on the Mediating Effects of Curriculum Implementation
Korean Journal of Child Studies. 2018;39(2):1-13 
Student teachers' beliefs about developmentally appropriate practice: Pattern, stability, and the influence of locus of control
Early Childhood Research Quarterly. 1997;12(2):221-243
The effects of specialized education and job experience on early childhood teachers' knowledge of developmentally appropriate practice
Early Childhood Research Quarterly. 1990;5(1):69-78
Kindergarten Teachers’ Beliefs Toward Developmentally Appropriate Practice in Jordan
Early Childhood Education Journal. 2010;38(1):65-74
Preschool teachers’ beliefs and practices of developmentally appropriate practice (DAP)
Journal of Early Childhood Research. 2022;1476718X2211454
Content knowledge: Science, technology, engineering and mathematics (STEM)
Early Childhood Curriculum. 2018;156-178
A Comparison of Early Childhood Preservice Teachers' Beliefs about Music and Developmentally Appropriate Practice between South Korea and the US
Australasian Journal of Early Childhood. 2013;38(2):122-128
The Analysis of Early Childhood Teachers’ Pedagogical Content Knowledge
Journal of Educational Sciences. 2020;4(2):404
Content knowledge: Languages and literacies
Early Childhood Curriculum. 2018;179-202
Preschool Teachers’ Pedagogical Content Knowledge in Mathematics
International Journal of Early Childhood. 2017;49(2):229-243