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CORRECTION article

Front. Educ., 13 June 2023
Sec. Special Educational Needs
Volume 8 - 2023 | https://doi.org/10.3389/feduc.2023.1208281
This article is part of the Research Topic Advancing Research on Inclusion and Engagement in Early Childhood Education and Care (ECEC) with a Special Focus on Children at Risk and Children with Disabilities View all 11 articles

Corrigendum: Exploring Swedish preschool teachers' perspectives on applying a self-reflection tool for improving inclusion in early childhood education and care

This article is a correction to:

  1. Exploring Swedish preschool teachers' perspectives on applying a self-reflection tool for improving inclusion in early childhood education and care

    1. Read original article
\r\nHanna Ginner Hau Hanna Ginner Hau1*Heidi SeleniusHeidi Selenius1Eva BjorckEva Bjorck2
  • 1Department of Special Education, Faculty of Social Sciences, Stockholm University, Stockholm, Sweden
  • 2School of Education and Communication, Jönköping University, Jönköping, Sweden

A corrigendum on
Exploring Swedish preschool teachers' perspectives on applying a self-reflection tool for improving inclusion in early childhood education and care

by Ginner Hau, H., Selenius, H., and Bjorck, E. (2023). Front. Educ. 8:982788. doi: 10.3389/feduc.2023.982788

In the published article, there was an error in Methods and materials, Analysis, paragraph one.

The second sentence previously stated: “We used an indicative approach and carefully followed the phases formulated by Braun and Clarke.”

This should have been written as: “We used an inductive approach and carefully followed the phases formulated by Braun and Clarke.”

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: early childhood education and care, teachers' perspective, engagement, involvement, participation, inclusion, self-reflection tool

Citation: Ginner Hau H, Selenius H and Bjorck E (2023) Corrigendum: Exploring Swedish preschool teachers' perspectives on applying a self-reflection tool for improving inclusion in early childhood education and care. Front. Educ. 8:1208281. doi: 10.3389/feduc.2023.1208281

Received: 18 April 2023; Accepted: 05 May 2023;
Published: 13 June 2023.

Approved by:

Frontiers Editorial Office, Frontiers Media SA, Switzerland

Copyright © 2023 Ginner Hau, Selenius and Bjorck. 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: Hanna Ginner Hau, aGFubmEuaGF1JiN4MDAwNDA7c3BlY3BlZC5zdS5zZQ==

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.