What is SEED?
What is SEED?
Online & Interactive
Modules are online, interactive and self-paced, with new content and webinars added regularly.
Evidence Based
Strategies are practical and grounded in principles of positive psychology, play therapy and attachment theory.
Tailored to your strategic needs
Tailor your learning to focus on specific areas of interest and set goals for individual challenges you are facing.
ELYF Aligned
Modules are fully aligned with the Early Years Learning Framework and supported through School Readiness Funding.
Types of behavioural challenges addressed by SEED
Anxiety
Anxious, fearful or withdrawn behaviours are common in preschoolers, however some children have difficulty coping with these feelings. This often leads to avoidance, impacting on the child’s ability to engage with educators and peers. Anxious children appear fearful and worried, preferring to watch rather than participate. They upset easily when faced with change, and can also appear restless, inattentive, or agitated.
Aggression
Aggression is a common behaviour in early childhood and part of normal
development. However some preschool aged children struggle to develop the strategies needed to manage anger in a healthy way and will continue to act aggressively and impulsively. This can include verbal or physical aggression towards people or objects.
Oppositional Behaviours
Children who are displaying oppositional behaviours may argue with their educator regularly, refuse to follow
instructions or participate in activities, lose their temper, and have difficulty taking responsibility for the choices they make. They may be driven to seek control at any cost, remaining oppositional even when it is at great cost to themselves.
Designed specifically for Early Years professionals...
During their early years, children begin to develop the foundational skills for emotional regulation, positive relationships and the motivation to learn. A number of factors can negatively affect this process, including health and temperament, family disadvantage, stress and mental illness; and exposure to traumatic events.
Educators are in a unique position to support social and emotional growth in children and recognise emerging problems, providing intervention before behaviours become entrenched.
The SEED Program was designed with educators, for educators – so that they may meet the needs of each individual child, and positively impact those who need it most.
 
Based on over 5 years of research by Monash University and Bestchance, SEED offers evidence-based strategies for resolving challenging behaviours and nurturing children’s social and emotional learning. These include options to adjust the environment, routine and everyday interactions, as well as develop individualised plans for supporting specific children.
Impulsivity
Children with high levels of impulsivity are more likely to interrupt others, appear to react without thinking and find it difficult to regulate their emotions, especially when feeling upset, angry or frustrated. Caregivers may observe moods that shift quickly, with children finding it difficult to follow rules and adapt to change, frustration or disappointment. Children may appear to become more upset, and potentially more aggressive, than other children in these situations.
Emotional Reactivity
Children with high emotional reactivity are easily upset by things that would not bother most other children. For example, some children may become particularly upset or angry if they think their caregiver is frustrated at them, or if they are worried about an upcoming activity, or are finding a particular task difficult.
Their responses may also be more intense, frequent and prolonged compared with their peers. Emotional reactivity may impact significantly on a child’s interaction with caregivers and peers.
Hyperactivity
Hyperactivity describes a higher than normal level of activity. A child with hyperactive behaviours may seem especially restless and fidgety. They might be constantly moving and find it hard to pay attention. Their behaviour may seem inappropriate for the activity they are taking part in. For example, during a quiet, calm activity, a child with hyperactivity may be excessively loud and disruptive.
