Correction to: Multiple Determinants of Interaction Quality among Childcare Providers (Child & Youth Care Forum, (2022), 10.1007/s10566-022-09713-w)

Abstract

Unfortunately, in the original version of the article, the references provided during the proof corrections were displayed as provided and not followed as per the Journal requirement. The references should be as displayed below. References: Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014). Evidence for general and domainspecific elements of teacher-child interactions: Associations with preschool children’s development. Child Development, 85(3), 1257–1274. http://doi.org/10.111/cdev.12184 Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461–487. https://doi.org/10.1086/669616 Kavanagh, D. J., & Bower, G. H. (1985). Mood and self-efficacy: Impact of joy and sadness on perceived capabilities. Cognitive Therapy and Research, 9(5), 507–525. https://doi. org/10.1007/BF01173005 The original article has been corrected. © Springer Science+Business Media, LLC, part of Springer Nature 2022.