Why is this important?

Practicing basic decision making can encourage agency, independence and confidence in young children.

What do I need to consider?

Identify multiple opportunities for learner choice-making in your activity, session or lesson plan:

• within choices – how to complete a particular activity
• when choices – the timing of activities, e.g., when to take a break or whether they spend 5 or 10 minutes on a preferred task
• where choices – the location of activities e.g. outside, under a tree or inside
• whom choices – which children work together on an activity; whether they work in a pair or by themselves

It can be easier to choose between a small number of options rather than having to find one from a seemingly endless array of potential options.

Choose what the learner/s will choose between. Offer a maximum of two or three possible choices depending on their development. It is important that you provide choices that are equitable and task suitable. 

As the educator, you need to be comfortable with children choosing whatever choices you provide. By only offering choices that you are comfortable with, you are managing the program but also promoting children’s agency and independence. 

Examples

• When it’s time for outdoor play and children are required to wear hats. If the child typically rejects wearing a hat, offer a choice of two options “It’s outside time. We all wear hats. Do you want your blue hat or red hat”?
• During indoor play, the child roams the room having difficulty choosing and settling at an activity. The educator takes the child to the daily visual schedule board and offers a choice of three activities. “It’s play time. Would you like to start with the blocks, puzzles or painting?” The child takes the photo of the blocks. “Great, blocks first. When you have finished, come back and you can choose your next activity.”

It works better if…

• you present learners with the number of options than they can manage developmentally (e.g. a choice between two options)
• you give learners as many opportunities to make choices as possible
• the learners are given ample time to process questions and respond
• you use visual supports wherever possible (e.g., when giving a choice between wearing a red hat or blue hat, show the hats at the time of decision making).

It doesn’t work if…

• there are too many choices offered at the same time (e.g. a choice between four activities)
• a choice is only given sporadically
• choices aren't task or developmentally appropriate