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CORRECTION article

Front. Psychol., 12 December 2023
Sec. Educational Psychology
Volume 14 - 2023 | https://doi.org/10.3389/fpsyg.2023.1342297

Corrigendum: Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge

This article is a correction to:

  1. Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge

    1. Read original article
\r\nYue Zeng, Yue Zeng1,2*Weipeng YangWeipeng Yang2Alfredo BautistaAlfredo Bautista2
  • 1School of Education, Wenzhou University, Wenzhou, China
  • 2Department of Early Childhood Education, The Education University of Hong Kong, Hong Kong, Hong Kong SAR, China

A corrigendum on
Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge

by Zeng, Y., Yang, W., and Bautista, A. (2023). Front. Psychol. 14:1252718. doi: 10.3389/fpsyg.2023.1252718

In the published article, there was an error in the affiliation list. For funding purposes, the affiliation “School of Education, Wenzhou University, Wenzhou, China” should be listed as the first affiliation.

The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Keywords: programming, computational thinking, early childhood teacher, content knowledge, pedagogical knowledge

Citation: Zeng Y, Yang W and Bautista A (2023) Corrigendum: Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge. Front. Psychol. 14:1342297. doi: 10.3389/fpsyg.2023.1342297

Received: 21 November 2023; Accepted: 27 November 2023;
Published: 12 December 2023.

Approved by:

Frontiers Editorial Office, Frontiers Media SA, Switzerland

Copyright © 2023 Zeng, Yang and Bautista. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Yue Zeng, MjAxNTAwOTkmI3gwMDA0MDt3enUuZWR1LmNu

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.