CORRECTION article

Front. Educ., 21 March 2025

Sec. Teacher Education

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

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

This article is a correction to:

  1. Early childhood teachers' understanding of executive functions and strategies employed to facilitate them

    1. Read original article
Parian Madanipour &#x;Parian Madanipour1*†Susanne GarvisSusanne Garvis1Caroline CohrssenCaroline Cohrssen2Donna PendergastDonna Pendergast1
  • 1Griffith Institute for Educational Research, Griffith University, Brisbane, QLD, Australia
  • 2School of Education, University of New England, Armidale, NSW, Australia

A corrigendum on
Early childhood teachers' understanding of executive functions and strategies employed to facilitate them

by Madanipour, P., Garvis, S., Cohrssen, C., and Pendergast, D. (2025). Front. Educ. 9:1488410. doi: 10.3389/feduc.2024.1488410

In 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 appear below.

Table 3
www.frontiersin.org

Table 3. NVivo matrix coding query showing identified themes for executive function components.

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: executive functions, early childhood teacher, preschool children, pedagogical understanding, pedagogical practices

Citation: Madanipour P, Garvis S, Cohrssen C and Pendergast D (2025) Corrigendum: Early childhood teachers' understanding of executive functions and strategies employed to facilitate them. Front. Educ. 10:1585036. doi: 10.3389/feduc.2025.1585036

Received: 28 February 2025; Accepted: 10 March 2025;
Published: 21 March 2025.

Edited and reviewed by: Eduardo Encabo-Fernández, University of Murcia, Spain

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) 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: Parian Madanipour, cGFyaWFuLm1hZGFuaXBvdXJAZ3JpZmZpdGh1bmkuZWR1LmF1

†ORCID: Parian Madanipour orcid.org/0000-0002-2398-6939

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.