Charles Sturt University
Charles Sturt University

Dr Andi Salamon

Dr Andi Salamon

BEd.(ECE), MEch, PhD

Andi Salamon is an early childhood teacher with 20 years of professional experience and is now a lecturer and researcher in the School of Teacher Education at Charles Sturt University, where she graduated from her doctorate in 2015. Winner of the 2016 Beth Southwell Research Award for Outstanding Educational Thesis and the 2018 Jean Denton Memorial Research Award, Andi’s research capabilities are strengthened by her experiences as a practitioner, and her leadership roles in early childhood education. Currently undertaking her Jean Denton research project and listed as a Chief Investigator on an ARC Linkage grant about practices enacted in digital society, she has a particular focus on making her work accessible to professionals and carers working and living with very young children. An advocate for infants' rights and quality early years learning experiences for all children, Andi brings her passion to uphold children's optimal learning into her work with pre service teachers.

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Andi’s pedagogy is grounded in a philosophy of respect and reciprocity, equity and justice, and an image of learners as active, competent and powerful participants in their learning. Her practices are intentional and aim to promote learners’ voice through shared, open and ongoing communication. Andi understands that learning is enabled and constrained by the environments in which it occurs, and the intersubjective space between the individual practitioners (learners and teacher) determines the quality of learning that occurs over time. As such, Andi prioritises and values developing co-constructed, reciprocal relationships with the students she works with.

Andi’s undergraduate (B.Ed ECE/Primary) and graduate (M.Ed ECE/Primary) teaching has been conducted in the following areas:

  • Pedagogical learning environments
  • Play and pedagogy
  • Infants and toddler pedagogy
  • Inclusion and diversity
  • Practicum studies (0-5 years)
  • Children’s development (0-12 years)

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Andi’s research interests include:

  • Infant and toddler social and emotional development
  • Infant and toddler pedagogy and practice
  • Individual and social practices
  • Interdisciplinary research bridging early childhood education and developmental psychology

Andi’s current projects include:

ARC Linkage Grant LP190100387

Project title: Young children in digital society: An online tool for service provision
Project team:
Australian Catholic University, Curtin University, Deakin University, La Trobe University, Monash University, Charles Sturt University
Partnering with:
Australian Broadcasting Corporation, Australian Federal Police, The Alannah and Madeline Foundation, Deeper Richer, Early Childhood Australia Inc, eSafety Commissioner, Raising Children Network (Australia) Limited

Jean Denton Memorial Research Scholarship

Project title: Documenting ‘emotional capital’ practices in infant toddler pedagogy
Partnering with: Centre Support

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2020 Australasian Journal of Early Childhood (AJEC) Committee (pending)

2020 CONNECT Child and Family Services Board Member (pending)

2020 Member of the international Pedagogy Education and Praxis (PEP) research program (pending)

2019 Member Early Childhood Australia (ECA)

2018 Contributing member of the Early Childhood Education and Care Workforce consortium

2018 Led group of 10 School of Education practicum students in their placement at a local school in Patan, Nepal

2018 – 2019 Early Career Researcher representative on Faculty of Education and Arts Research Committee, Australian Catholic University (ACU)

2018 – 2019 ACU representative on the Early Childhood Teacher Education Council (ECTEC), NSW

2017 – 2019 Founder and leader of Shut Up & Write at ACU (SU&W@ACU), face-to-face and online research writing seminars and boot camps with HDR students and colleagues

2017 Contributing member of the Delphi Panel of Early Childhood Education and Care Experts in the development of the Educator Reflection and Assessment tool for Under 3s

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Scholarly Book Chapters

  • Stratigos, T., & Salamon, A. (2019). "What are babies meant to do with clay!?": Interwoven identities and their impact on quality pedagogy with infants and toddlers. In A. Salamon and A. Chng (Eds.). Thinking about Pedagogy in Early Education: Multiple early childhood identities. Routledge: London.
  • Salamon, A. (2017). Infants’ practices: Shaping (and shaped by) the arrangements of early childhood education. In S. Kemmis, K. Mahon, & S. Francisco (Eds.), Exploring education and professional practice - Through the lens of practice architectures. Dordrecht: Springer.
  • Fleet, A. & Harcourt, D. with A.B. Koch, S. Gascoyne, J. Einarsdóttir, C. Gray, P. Lawrence, J. Merewether, S. Mitchelmore, J. Murray, A. Salamon (2017). (Co)- researching with children. Chapter in M. Fleer and B. van Oers, (Eds.). International Handbook of Early Childhood Education and Development. Vol 1: Methodologies. New York: Springer.

Refereed Journal Articles

  • Fenech, M., Salamon, A., & Stratigos, T. (2019). Building parents’ understandings of quality early childhood
    education and care and early learning and development: changing constructions to change conversations. European Early Childhood Education Research Journal, 27(5), 706-721.
  • Salamon, A., Sumsion, J., & Harrison, L. (2017). Infants draw on ‘emotional capital’ in early childhood education contexts: A new paradigm. Contemporary Issues in Early Childhood, 18(4), 362-374.
  • Salamon, A. (2017). Praxis in early childhood research with infants. European Journal of Early Childhood Research, 25 (3), 450-461.
  • Harrison, L., Sumsion, J., Bradley, B., Letsch, K., & Salamon, A. (2017). Flourishing on the margins: A study of babies and belonging in an Australian Aboriginal community childcare centre. European Journal of Early Childhood Research, 25 (2), 189-205.
  • Salamon, A., & Harrison, L. (2015). Early childhood educators’ conceptions of infants’ capabilities: The nexus between beliefs and practice. Early Years: An International Research Journal, 35 (3), 273-288.
  • Salamon, A. (2015). Ethical symmetry in participatory research with infants. Early Child Development and Care, 185(6), 1016-1030.
  • Salamon, A., Sumsion, J., Press, F., & Harrison, L. (2015). Implicit theories and naïve beliefs: Using the theory of practice architectures to deconstruct the practices of early childhood educators. Journal of Early Childhood Research, 14 (4), 431-443.
  • Salamon, A. (2011). How the Early Years Learning Framework can help shift pervasive beliefs about the social and emotional capabilities of infants and toddlers. Contemporary Issues in Early Childhood, 12 (1), 4-10.

Under Review Publications

  • Salamon, A., & Palaiologou, I. (under review). Infants’ and toddlers’ rights in early childhood settings:Research perspectives informing pedagogical practice. In F. Press & S. Cheeseman (Eds.).(Re)conceptualising children's rights in infant-toddler care and education: Transnational conversations. Dordrecht: Springer.

Professional Publications

  • Salamon, A., & Chng, A. (Eds.)(2019). Thinking about Pedagogy in Early Education: Multiple early childhood identities. Routledge: London.

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