The SEEDS framework is a pedagogical model that empowers educators to create safe, inclusive, and literacy-rich learning environments for children ages 3 to 5. A core component of this framework is the five SEEDS Qualities, which provide a “how to teach” guide, focusing on the art of educating and how adults interact with children. These qualities ensure positive interactions and developmentally appropriate learning, fostering strong relationships built on trust, which are crucial for children’s social and self-regulation skills, as well as overall well-being.
The five SEEDS Qualities are:
- Sensitivity
- Encouragement
- Education
- Development Through Doing
- Self-Image Support
When all five of these qualities are used and balanced, children feel respected, lovable, and capable, ultimately developing a positive self-image.
Following are recommendations for implementing each SEEDS Quality:
Sensitivity
Sensitivity means that adults use their senses (by looking, listening, asking questions) to become aware of what is happening for the child. It involves being tuned in to their interests, abilities, feelings, and needs, and then responding promptly and appropriately.
Practical strategies for sensitivity include:
- Watch, Wait, and Listen: This practice involves a period of silence (5–8 seconds) after asking a question or before entering an interaction. It allows children time to organize their thoughts, increases the length and quality of their responses, encourages participation from “slower” learners, and helps children produce higher-order responses.
- Commenting: Often interwoven with Watch, Wait, and Listen, commenting allows educators to describe what they observe, helping children feel seen and understood.
- Asking Questions: Open-ended questions especially (those that start with “what,” “when,” “where,” or “why”) invite more than a one-word response and set the stage for deeper conversation.
- Responding to Misbehavior: The educator acknowledges a child’s feelings and needs rather than immediately punishing “misbehavior,” which often stems from an unmet need.
- Supporting Multilingual Learners: Be aware of children’s home languages and respond appropriately. Give additional wait-time for responses, repeat comments or key words in their home language if possible, and use closed-ended questions in the early stages of second-language acquisition.
Encouragement
Encouragement involves expressing a positive, affirming affect towards every child, inspiring confidence, hope, courage, and a will to continue. It helps children feel capable and respected, fostering a sense of “I can do it.”
Practical strategies for encouragement include:
- Positive Nonverbal Communication: Use gestures such as nodding, smiling, and giving a high-five to show acceptance, interest, and warmth.
- Verbal Affirmations and Specific Praise: Make nonjudgmental statements that describe what the child is doing or saying, focusing on their effort. For example: “I can tell you are working hard at the puzzle and getting the blue pieces to fit.”
- Spending Time with Children: Individual attention helps children feel lovable, capable, and respected.
- Modeling Positive Behavior: Use manners and positive interactions when engaging with children and other adults to teach desired behaviors.
- Growth Mindset: Communicate confidence that a child can overcome challenges, even if it takes time and practice.
Education
Education refers to the intentional teaching of foundational skills to children. A SEEDS educator teaches the whole child and scaffolds their learning, providing new stimulation and ensuring active engagement.
Practical strategies for education include:
- Focus on the Big 5 Early Literacy Predictors: These are Oral Language and Vocabulary, Book and Print Awareness, Alphabet Knowledge, Phonological Awareness, and Writing. SEEDS strategies are designed to strengthen these skills simultaneously.
- Embedded Learning: Integrate learning opportunities into play and informal interactions throughout the day. Examples include SEEDS Transition Songs, Strive for 5 Conversations, and Daily Message.
- Explicit Instruction: Plan and lead direct, educator-directed activities during specific times of the day. Examples include Targeted Vocabulary Instruction, Sign-In, and Repeated Read-Alouds.
- Scaffolding: Educators tailor support based on what a child needs, providing fewer supports as they progress from emergent to developing to fluent stages. Planning Tools help identify learning stages and appropriate scaffolds.
Development Through Doing
Development Through Doing emphasizes that children learn best by actively engaging their senses (through their eyes, hands, ears, mouth, nose) in a multisensory, hands-on approach. This fosters enjoyment, agency, and equitable learning opportunities.
Practical strategies for development through doing include:
- Joyful Play: Much learning happens through play, so foster opportunities for children to engage fully in a learning-rich environment. Examples include using magnetic letters, modeling dough, sand trays, and puzzles for alphabet knowledge, or engaging in sensory play for language development.
- Multisensory Activities: Provide various materials (chalk, sand, finger paint, shaving cream) to make writing enticing.
- Active Engagement: Encourage children to clap, sing, read, think, write, listen, jump, count, and help—any age-appropriate “–ing” activity promotes skill development through doing.
- Authentic Writing Experiences: Support children in making greeting cards, writing letters, or creating their own books.
Self-Image Support
Self-Image Support helps develop a child’s opinion about their self-worth or intelligence. When the other four SEEDS Qualities are balanced and consistently applied, children feel respected, lovable, and capable, leading to a positive self-image.
Practical strategies for self-image support:
- Balanced Application of Qualities: Ensure Sensitivity makes children feel seen, Encouragement fosters a growth mindset, and Education provides foundational skills. Development Through Doing gives agency and promotes equitable learning.
- Focus on Accomplishment: End activities with affirmations, high fives, or thumbs up to ensure children feel successful and proud.
- Nurturing Environment: Create a classroom culture where children share freely, are engaged in learning, smile, look proud, and affirm others.