Parian Madanipour
Susanne Garvis
Caroline Cohrssen
Donna Pendergast- 1Griffith Institute for Educational Research, Griffith University, Brisbane, QLD, Australia
- 2School of Education, University of New England, Armidale, NSW, Australia
A Correction 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, an error occurred in the demographic information reported for participants. The educational attainment data was incorrectly presented as follows: “Most respondents (46.55%; N = 27) possessed a bachelor's degree, 20.69% (N = 12) a graduate diploma or certificate, and 29.31% (N = 17) a master's degree.”
The correct statement is “Respondents held bachelor's degrees (47%; N = 27), master's degrees (29%; N = 17), graduate diplomas or certificates (21%; N = 12), and advanced diplomas or associate degrees (3%; N = 2).”
A correction has been made to the section Results, Demographic information, Paragraph Number 1:
“The questionnaire was completed by 39 respondents. A further 19 participants responded to the first two categories only: (a) demographic characteristics of participants and (b) knowledge of executive functions and did not complete the third category: (c) pedagogical practices to facilitate executive functions. Ninety per cent of the participants were female; this reflects the current gender distribution of the early childhood workforce in Australia.1 Respondents held bachelor's degrees (47%; N = 27), master's degrees (29%; N = 17), graduate diplomas or certificates (21%; N = 12), and advanced diplomas or associate degrees (3%; N = 2). Participants had a range of work experience within the early childhood education and care sector, with 19% (N = 11) having taught for less than 5 years (‘beginning teachers'), 22% (N = 13) having taught for 5–10 years (‘mid-career teachers') and 59% (N = 34) having taught for more than 10 years (‘experienced teachers').”
The original version of this article has been updated.
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Footnotes
Keywords: executive functions, early childhood teacher, preschool children, pedagogical understanding, pedagogical practices
Citation: Madanipour P, Garvis S, Cohrssen C and Pendergast D (2025) Correction: Early childhood teachers' understanding of executive functions and strategies employed to facilitate them. Front. Educ. 10:1729119. doi: 10.3389/feduc.2025.1729119
Received: 20 October 2025; Accepted: 29 October 2025;
Published: 17 November 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