Article title: First Insights into Preschool Teachers’ Instructional Quality in Block Play and its Associations with Children’s Knowledge, Interest, Academic Self-Concept and Cognitive Aspects
Authors: Schmitt, Lukas; Weber, Anke Maria; Weber, Dominik; Leuchter, Miriam
Journal: Early Education and Development
DOI: http://dx.doi.org/10.1080/10409289.2023.2233879
When the above article was first published online, there were incorrect in-text citations and missing references.
The missing references are as follows:
Weber, A. M., Reuter, T., & Leuchter, M. (2020). The impact of a construction play on 5-to 6- year-old children’s reasoning about stability. Frontiers in Psychology, 11, 1737. https://doi.org/10.3389/fpsyg.2020.01737
Weber, A. M., & Leuchter, M. (2020). Measuring preschool children’s knowledge of the principle of static equilibrium in the context of building blocks: Validation of a test instrument. British Journal of Educational Psychology, 90, 50–74. https://doi.org/10.1111/bjep.12304
Leuchter, M., Saalbach, H., Studhalter, U. & Tettenborn, A. (2020). Teaching for conceptual change in preschool science: relations among teachers’ professional beliefs, knowledge, and instructional practice, International Journal of Science Education, 42(12), 1941–1967. https://doi.org/10.1080/09500693.2020.1805137
Leuchter, M., & Saalbach, H. (2014). Verbale Unterstützungsmaßnahmen im Rahmen eines naturwissenschaftlichen Lernangebots in Kindergarten und Grundschule. Unterrichtswissenschaft, 42(2), 117–131.
These have now been added both online and in print.