Correction: Yngvesson and Garvis (2026). Parents’ Views on the Significance of Formal Preschool Teacher Education in Sweden. Education Sciences, 16(1), 16

The authors would like to make the following corrections to the published paper by Yngvesson and Garvis (2026). Two references were incorrectly cited during the revision process. Now, the original Reference and Main Text Section are revised:

Tallberg Broman, I. (2015). The professionalization of preschool teachers in Sweden. Early Years, 35(2), 156–170.

should be replaced with

Tallberg Broman, I. (2015). Förskola till stöd för barns utveckling och lärande [Preschool in support of childrren’s development and learning]. In I. Tallberg Broman, A.-C. Vallberg Roth, L. Palla, & S. Persson (Eds.), Förskola tidig intervention [Preschool early intervention] (pp. 16–59). Vetenskapsrådet.

Vallberg Roth, A. C. (2018). Democratic values and educational documentation in Swedish preschools. Nordic Journal of Studies in Educational Policy, 4(2), 79–91.

should be replaced with

Vallberg Roth, A. C., & Tallberg Broman, I. (2018). (O)takt mellan styrdokument i förskolan och dess förutsättningar. Malmö Universitet.

Parental involvement also plays a crucial role in this context (Yngvesson & Garvis, 2019). The national preschool curriculum (Lpfö 18) explicitly positions parents as partners in their children’s learning (Skolverket, 2018), and parents engage in dialogs with teachers, participate in planning and evaluation, and access pedagogical documentation (Vallberg Roth, 2018).

should be replaced with

Parental involvement also plays a crucial role in this context (Yngvesson & Garvis, 2019). The national preschool curriculum (Lpfö 18) explicitly positions parents as partners in their children’s learning (Skolverket, 2018), and parents engage in dialogs with teachers, participate in planning and evaluation, and access pedagogical documentation (Vallberg Roth & Tallberg Broman, 2018).

These programs are university-based, research-informed, and emphasize reflective practice, inclusive pedagogy, and curriculum interpretation (Tallberg Broman, 2015; Vallberg Roth, 2018; OECD, 2019).

should be replaced with

These programs are university-based, research-informed, and emphasize reflective practice, inclusive pedagogy, and curriculum interpretation (Tallberg Broman, 2015; Vallberg Roth & Tallberg Broman, 2018; OECD, 2019).

The authors state that the scientific conclusions are unaffected. This correction was approved by the Academic Editor. The original publication has also been updated.