Choice Theory

What is Choice Theory?

Choice Theory, developed by Dr. William Glasser, is a psychological framework that explains human behavior based on the idea that all behavior is chosen. It suggests that we are internally motivated by five basic needs:

1. Love and belonging

2. Power and achievement

3. Freedom and autonomy

4. Fun and enjoyment

5. Survival and safety

Rather than being controlled by external forces (like rewards or punishments), Glasser believed people choose their actions in an effort to meet these needs.

Glasser also emphasized the importance of quality relationships, particularly in schools, and believed that strong, respectful connections between teachers and students are essential for learning and personal development.

What Does This Look Like for Young Children?

In a Kindergarten or early childhood setting, Choice Theory can be applied in developmentally appropriate ways. Here's how it might look in practice:

• Offering meaningful choices: Children are given simple choices throughout the day (e.g. choosing between two learning activities), helping them develop decision-making skills and a sense of control.

• Fostering connection: Teachers focus on building safe, trusting relationships where children feel they belong and are valued.

• Encouraging problem-solving: Instead of using external rewards or consequences alone, educators guide children to reflect on their behavior, talk about their feelings, and make better choices.

• Creating a safe, consistent environment: Routines, boundaries, and emotional support help children feel secure, which supports both wellbeing and learning.

Benefits of Applying Choice Theory in Schools

When applied thoughtfully, Choice Theory can bring several benefits to both children and educators:

• Improved behaviour: When children feel connected and in control, they're more likely to cooperate and make positive choices.

• Stronger relationships: Respectful, caring relationships between teachers and children form the foundation for effective learning and behaviour support.

• Increased engagement: When children’s needs are met and they have some autonomy, they are more engaged, curious, and motivated to learn.

• Emotional development: Children learn to identify their needs, understand their emotions, and build resilience—skills that support their lifelong wellbeing.

• Supportive classroom culture: Choice Theory encourages a classroom environment where everyone feels safe, respected, and capable of contributing.

What does this look like in the classroom?

In a classroom that values Choice Theory, children begin to speak the language of emotional intelligence, personal responsibility, and collaborative problem-solving—even at a young age.

Using simplified neuroscience language like "reptile brain," "mammal brain," and "flipping your lid" helps young children understand and talk about their emotions and behaviours in a concrete, visual way.

Here’s how this language fits in and what children might say or understand:

Brain-Based Language Young Children Might Use:

Reptile Brain (Survival brain)

This is the part of the brain responsible for basic survival responses—fight, flight, or freeze.

• “I’m in my reptile brain right now!”
• “My body wants to run away.”
• “I feel like I want to hit because my reptile brain is taking over.”
• “My brain is in panic mode!”

Mammal Brain (Emotional brain)

This part helps us connect with others, feel emotions, and form attachments.

• “I’m feeling sad because I need a friend.”
• “My heart feels hurt.”
• “I just want someone to play with me.”
• “My mammal brain is feeling worried.”

Thinking Brain (Prefrontal cortex)

This is the part we want to use to solve problems, make good choices, and learn. It’s offline when we “flip our lid.”

• “I flipped my lid!”
• “I need to breathe so my thinking brain can come back.”
• “My lid is still flipped—I need some time.”
• “Let’s help each other get our thinking brains back on.”

Why This Language Is So Powerful in Early Years:

• It depersonalises challenging behaviour. Instead of “I’m bad,” a child might say, “My reptile brain was in charge.”
• It empowers children to self-regulate. They learn they have tools (like breathing, taking a break, talking it out) to bring their thinking brain back online.
• It aligns with Choice Theory. Helping children recognise when they’re not in control of their choices is key to guiding them back toward self-regulation and responsibility.

Integrated Example:

A teacher might say: “It looks like your lid is flipped—your reptile brain is trying to protect you. Let’s take some deep breaths so we can bring your thinking brain back and talk it through.”

And a child might respond: “Okay, I need help getting my thinking brain back.”

Our Commitment

Our Kindergarten team is deeply committed to embedding the principles of Choice Theory into our daily practice, as it closely aligns with the values and aspirations of our school community.

We believe that creating a safe, inclusive environment where every child feels valued is essential to learning. By building strong, trusting relationships with students and families, we aim to nurture confident, resilient learners who are actively engaged in their own growth. Through high-quality teaching and leadership, we support each child to reach their full potential—both within and beyond the classroom—so they are equipped to thrive in life and contribute meaningfully to their world.

Our professional learning in Choice Theory is one of the ways we are bringing this vision to life.

Program Synopsis

Lesson 1 – Building Relationships & Class Rules

This unit focuses on building strong classroom relationships and creating a sense of belonging through interactive "get to know you" games and daily emotional check-ins. Activities such as name games, collaborative artwork, and personal sharing help students learn about their peers and foster a supportive classroom community. The program introduces a structured morning check-in using Life Skills Go resources, encouraging students to communicate how they’re feeling each day. In addition, students co-construct classroom rules and responsibilities through guided discussions, creating a shared understanding of behaviour expectations. This foundation promotes a safe, respectful, and connected learning environment where all students feel seen, valued, and ready to learn.

Lesson 2 – Class Meetings & Positive Learning Environments

This component introduces regular class meetings or morning circles as a way to build student voice, responsibility, and a strong classroom community. Through clearly established expectations and respectful communication protocols, students learn to share feedback, suggest ideas, and participate in group discussions. The class collaboratively develops a 'Class Meeting Agreement' to guide participation, promoting active listening and turn-taking. In addition, students are invited to take ownership of their learning environment by evaluating and suggesting changes to the classroom layout. These ongoing meetings and proposals empower students, giving them a sense of freedom, responsibility, and belonging, while fostering a positive and inclusive learning space throughout the year.

Lesson 3 – Developing Leadership Skills & Positive Learning Environments

In this session, students take on the role of classroom researchers to identify areas within their environment that need improvement, encouraging teamwork and shared responsibility. Through observation walks and data collection using drawings, writing, or digital tools, students highlight practical issues such as cluttered shelves or crowded bag areas. These findings are presented to the class, and together, students brainstorm realistic solutions and identify tasks that can be managed through weekly student responsibility roles. By co-creating role descriptions and participating in the allocation process, students develop a sense of ownership, problem-solving skills, and a shared commitment to maintaining a positive, organised classroom environment.

Lesson 4 – Goal Setting 

This session supports students in developing self-awareness and ownership of their learning by identifying personal strengths and setting achievable goals. Teachers model the process by sharing their own strengths and areas for growth, then work with the class to build a shared word bank of both academic and character strengths. Students reflect on themselves as learners and set positively framed, realistic goals to work towards.Regular check-ins and reflections—such as every four weeks—help students understand the impact of goal setting on their learning, with teachers actively supporting and guiding their progress throughout the term.

Lesson 5 – Quality World: People & Places

This lesson introduces students to the concept of identity by exploring the unique people, places, and experiences that shape who they are. Using the book Mutt Dog by Stephen Michael King as a springboard, students reflect on belonging and the importance of family and home. Through guided discussion and activities, students identify the people and places that are meaningful to them—part of their "quality world." These reflections are captured through drawings, worksheets, and photo collage. Students then share their work in a group circle, helping build empathy, connection, and a deeper understanding of individual identity within the classroom community.

Lesson 6  – Quality World: Possessions, Pastimes 

In this lesson, students continue exploring the concept of identity by focusing on meaningful possessions and personal pastimes as part of their "quality world." Building on the previous lesson about important people and places, students engage with the picture books Tilly by Jane Godwin and Giraffes Can’t Dance by Giles Andreae to spark discussion about cherished objects and hobbies. Through drawing, writing, or sharing photos students reflect on what they love and value, such as favourite toys, activities, or sports. They add these elements to their ongoing identity posters to celebrate and honour the uniqueness of each student. A closing circle provides an opportunity for students to share their work, fostering community and mutual respect.

Lesson 7 – Basic Needs: Survival

This lesson introduces students to the concept of survival by exploring the basic needs all humans require to live—food, water, shelter, clothing, and sleep. Using the book Peace at Last by Jill Murphy, students reflect on the importance of sleep and how a lack of it can affect emotions, behaviour, and overall wellbeing. Through guided discussions, students deepen their understanding of each survival need and consider the consequences of not having them. The lesson concludes with a hands-on activity where students identify and categorise survival essentials, reinforcing the idea that meeting our basic needs is fundamental to living healthy, safe, and happy lives.

Lesson 8 – Basic Needs: Belonging & Power

This lesson explores the themes of belonging and power to help students understand how their actions can impact the wellbeing of others. Through discussion and the shared reading of Pig the Pug by Aaron Blabey, students examine the behaviours of characters and reflect on how kindness, inclusion, and sharing build a sense of connection, while controlling or unkind behaviour can harm relationships. Students work in pairs and as a class to brainstorm ways they can help others feel valued and included, both in the classroom and on the playground. These ideas are captured through a drawing and writing activity, followed by a group circle share. 

Lesson 9 – Basic Needs: Freedom & Fun

In this lesson, students explore the concepts of freedom and fun, and how these are important to their sense of wellbeing and motivation at school. Through the book Sunday Chutney by Aaron Blabey, students reflect on how freedom to make choices and enjoy activities contributes to happiness and engagement. Using Think-Pair-Share and group discussions, students identify times when they experience freedom and fun, and brainstorm creative ways to incorporate more of both into their daily routines—such as choosing how to learn a new sound or structuring their learning time. The class works together to reimagine parts of the weekly timetable, adding student-suggested ideas. Students then complete a worksheet to reflect on times they experience freedom at school and at home, helping to reinforce the value of autonomy and joy in everyday activities.

Lesson 10 – Introducing Emotions

This lesson helps students explore and express a range of emotions through music, movement, and storytelling. Using a modified version of If You’re Happy and You Know It, students learn to connect physical actions with emotions like bravery, love, jealousy, worry, excitement, pride, and loneliness, linking these to the Zones of Regulation framework. The story Koala Lou provides a springboard for discussing feelings, where students identify emotions experienced by the character and reflect on how emotions affect thoughts, bodies, and behaviours. Through brainstorming, matching activities, and personal reflection, students deepen their emotional literacy by writing and drawing about feelings they know, fostering self-awareness and empathy. Sharing their work with peers encourages a supportive classroom environment where emotions are understood and valued.

Lesson 11 – Emotions & Total Behaviour

This lesson builds on previous emotional learning by revisiting Koala Lou and introducing the concept of Total Behaviour to help students understand how emotions, thoughts, body feelings, and actions are interconnected. Using a visual “Total Behaviour Car” model, students explore how different “wheels” — feelings, thoughts, physiology, and actions — work together to influence behaviour. Through discussion and hands-on activities, students identify Koala Lou’s emotions, thoughts, physical sensations, and behaviours at key moments in the story, recognizing that behaviour is a purposeful attempt to meet needs like belonging, survival, freedom, fun, and power. This approach helps students develop greater self-awareness and empathy by understanding that behaviour reflects our quality world and the needs we are trying to fulfill.

Lesson 12 – Changing Total Behaviour

This lesson revisits the Koala Lou story and reinforces the concept of Total Behaviour, helping students understand that all behaviour has a purpose and reflects attempts to meet basic needs and our quality world. Using the Total Behaviour Car model, students explore the four components of behaviour—feelings, physiology, thoughts, and actions—and learn how changing thoughts and actions can influence their overall behaviour, even if emotions and physiology can’t be directly controlled. Through real-life scenarios, students brainstorm strategies to shift from unhelpful behaviours to more positive responses, emphasizing personal responsibility and self-control. The lesson encourages empathy and problem-solving by having students reflect on how they might support classmates experiencing difficult emotions and how to make choices that promote happiness and wellbeing.

Lesson 13 – Effective & Responsible Behaviour

This lesson introduces students to the concept of responsibility through discussion and scenarios that help them recognize responsible versus irresponsible behaviours. Using the book What If Everybody Did That? by Ellen Javernick, students explore how actions impact others and connect behaviours to basic human needs. The idea of effective and responsible behaviour is emphasized—actions that meet personal needs without negatively affecting others. Through activities, students practice identifying and creating examples of responsible behaviours that support both themselves and those around them.