SEED is a comprehensive online learning tool for early childhood educators who want to build expertise in fostering children’s social and emotional skills. The program is based on research by Monash University and the Cheshire School, a specialised school for students with significant social, emotional and behavioural challenges. The Cheshire School uses best practice strategies to support children’s social and emotional growth so that they can successfully transition into mainstream schooling. Early years educators are in the best position to provide early intervention and resolve challenging behaviours before they become entrenched. The Cheshire SEED Educational Model was created to inform and support educators in early years settings, and to positively impact on the young children who need it most.

SEED consists of 8 online modules that educators work through sequentially. The modules are interactive, enabling educators to specify their personal areas of interest and concern. SEED can be utilised to focus on expanding general knowledge for the benefit of all children in the room, or to plan a supportive intervention for a particular child with challenging behaviours. SEED removes the ‘guess work’ of responding to difficult behaviours – you can be assured that the strategies recommended are evidence-based and informed by the principles of positive psychology, ensuring respectful and effective guidance throughout.  

SEED can be purchased on a fee-per-educator basis, after which each educator will receive their own access code to enable individualised learning. Access to SEED is from any device, and includes 8 sequential modules that incorporate written information, videos and printable handouts. The program is then available for a 12-month period, with the option of re-subscribing after this time. The information and practical strategies are fully aligned with the Victorian Early Years Learning and Development Framework.

Cheshire SEED is available through the Victorian Government’s School Readiness Menu.

Learn more about the Victorian Government's School Readiness Menu

Articles Published in Peer-Reviewed Academic Journals

Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., McCabe, P., McKay, T., & Skouteris, H. (2018). Social and emotional learning associated with universal curriculum-based interventions in early childhood education and care centers: A systematic review and meta-analysis. JAMA Network Open1(8), e185727-e185727. doi:10.1001/jamanetworkopen.2018.5727

Blewitt, C., Morris, H., Jackson, K., Barrett, H., Bergmeier, H., O’Connor, A., Mousa, A., Nolan, A., & Skouteris, H. (2020). Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach. International Journal of Environmental Research and Public Health17(2), 575. doi: 10.3390/ijerph17020575

Blewitt, C., Morris, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2018). Strengthening the quality of educator-child interactions in early childhood education and care settings: a conceptual model to improve mental health outcomes for preschoolers. Early Child Development and Care. doi: 10.1080/03004430.2018.1507028

Blewitt, C., O’Connor, A., May, T., Morris, H., Mousa, A., Bergmeier, H., Jackson, K., Barrett, H., & Skouteris, H. (2019). Strengthening the social and emotional skills of pre-schoolers with mental health and developmental challenges in inclusive early childhood education and care settings: a narrative review of educator-led interventions. Early Child Development and Care. doi: 10.1080/03004430.2019.1704283

Blewitt, C., O’Connor, A., Morris, H., May, T., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett. H., & Skouteris, H. (2019). A systematic review of targeted social and emotional learning interventions in early childhood education and care settings. Early Child Development and Care. doi: 10.1080/03004430.2019.1702037

Blewitt, C., O’Connor, A., Morris, H., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett, H, & Skouteris, H. (2020). Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review. International Journal of Environmental Research and Public Health17(3), 1049. doi: doi.org/10.3390/ijerph17031049

O’Connor, A., Blewitt, C., Nolan, A., & Skouteris, H. (2018). Using Intervention Mapping for child development and wellbeing programs in early childhood education and care settings. Evaluation and Program Planning68, 57-63. doi: 10.1016/j.evalprogplan.2018.02.011