Corrigendum: Early childhood teachers' understanding of executive functions and strategies employed to facilitate them

Madanipour, Parian; Garvis, Susanne; Cohrssen, Caroline; Pendergast, Donna

doi:10.3389/feduc.2025.1585036

CORRECTION article

Front. Educ.

Sec. Teacher Education

Volume 10 - 2025 | doi: 10.3389/feduc.2025.1585036

Corrigendum: Early childhood teachers' understanding of executive functions and strategies employed to facilitate them

Provisionally accepted

Parian Madanipour ^1*

Susanne Garvis ¹

Caroline Cohrssen ²

Donna Pendergast ¹

¹ Griffith Institute for Educational Research, Brisbane, Australia
² School of Education, University of New England, Armidale, Australia

This article is a correction to:

Early childhood teachers' understanding of executive functions and strategies employed to facilitate them
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The final, formatted version of the article will be published soon.

Corrigendum on: Madanipour P, Garvis S, Cohrssen C and Pendergast D (2025) Early childhood teachers' understanding of executive functions and strategies employed to facilitate them. Front. Educ. 9:1488410. doi: 10.3389/feduc.2024.1488410In the published article, there was an error in Table 3 as published. The mistake in Table 3 pertains to the description name, which was incorrectly displayed as "Teachers' work experience". The correct description is "Executive function components". The corrected Table 3 and its caption, 'Table 3 NVivo matrix coding query showing identified themes for executive function components' appear below.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.

Keywords: executive functions, early childhood teacher, Preschool children, pedagogical understanding, Pedagogical practices

Received: 28 Feb 2025; Accepted: 10 Mar 2025.

Copyright: © 2025 Madanipour, Garvis, Cohrssen and Pendergast. 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) or licensor 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: Parian Madanipour, Griffith Institute for Educational Research, Brisbane, Australia

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