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 depersonalizes 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.