Journal of Childhood

Introduction
In contemporary educational systems, there is an increasing need for pedagogical approaches that nurture autonomy, responsibility, creativity, and socio-emotional development in learners. Choice Theory, developed by William Glasser, provides a lens through which human behavior is understood as an attempt to satisfy basic psychological needs, while artistic experience offers a reflective medium through which children can express emotions and construct personal meaning. Despite the conceptual compatibility of these two domains, limited research has explored how art-based practices can be systematically aligned with choice theory to enhance the quality of learning in primary schools. Addressing this gap, the present study aimed to design and examine an artistic–educational framework that strengthens self-expression, internal control, and positive classroom relationships in early childhood education. The research aimed to assess how artistic activities can support students’ psychological needs and foster responsibility, empathy, and meaningful choice-making within the classroom environment.
Research Methods
This study adopted a qualitative instrumental case study design to investigate the integration of choice theory within art-based learning activities. Participants included three primary school teachers and 15 students from grades one to three, selected purposively based on their experience in art classes and willingness to participate. Data were gathered through semi-structured interviews, participatory classroom observations, and analysis of students’ drawings and artistic artifacts. Credibility was ensured through expert validation, triangulation of data sources, and inter-coder agreement. Data analysis followed Braun and Clarke’s six-step thematic analysis, enabling the identification and interpretation of recurring patterns related to students’ needs, teacher–student interactions, and the influence of artistic experiences on students’ sense of agency and internal control.
Results
The analysis revealed a set of thematic patterns that highlighted the significant role of artistic experiences in supporting classroom dynamics. Findings showed that art created a safe, flexible, and expressive environment through which students articulated their needs and imagined versions of their ideal worlds. Activities, such as drawing a familiar object like a pencil encouraged children to share personal narratives, while open-ended projects requiring students to choose between drawing a robot, a tree house, or a flying boat allowed them to express deeper psychological needs aligned with Glasser’s framework. Younger students gravitated toward symbols of safety and belonging, while older students increasingly expressed needs related to power, competence, autonomy, and exploration. Teachers noted a shift in their role from behavioral managers to facilitators who promoted self-reflection, empathy, and constructive decision-making. Artistic experience, therefore, functioned as a catalyst for developing internal control, responsible choices, and improved peer relationships.
Conclusion
The findings demonstrated that integrating choice theory with artistic experiences constitutes a compelling pedagogical model capable of satisfying students’ psychological needs while promoting their autonomy, empathy, and holistic development. Artistic activities served not only as enjoyable classroom experiences but also as meaningful tools that facilitated emotional regulation, self-evaluation, and reflective communication. The proposed model emphasizes the importance of supportive teacher–student relationships, the design of process-oriented and choice-centered art experiences, and the creation of safe and joyful learning environments. Although the study’s scope was limited by its sample size and specific context, its implications highlight the potential of structured art-based programs informed by choice theory to enrich early education. Future research is encouraged to further examine the model across diverse educational settings and to evaluate its long-term impact on students’ academic and socio-emotional growth. Integrating art with choice theory offers a transformative pathway toward fostering internal motivation, responsibility, and meaningful learning in young students. 
Ethical Considerations
Compliance with ethical guidelines
This study was conducted in accordance with established research ethics principles, ensuring confidentiality and voluntary participation. All participants were informed about the objectives of the study and provided written informed consent prior to participation. This article is derived from the doctoral dissertation titled “Applying Choice Theory in Designing an Educational Model through Artistic Experience”, completed in the Department of Art Research, Faculty of Theoretical Sciences and Advanced Studies of Art, University of Art, Tehran.The research proposal was approved under approval number 1609639 on November 8, 2022.
Funding
This article was a extracted from PhD thesis of Neda Rouhani at Department of Art Studies, Faculty of Theoretical Sciences and Advanced Studies of Art, University of art, Tehran. This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.
Authors contributions
All authors contributed equally to the conception and design of the study, data collection and analysis, interpretation of the results, and drafting of the manuscript. Each author approved the final version of the manuscript for submission.
Conflicts of interest
The authors declared no conflicts of interest.
Acknowledgments
The authors express their sincere appreciation to all participants who contributed to the data collection process, as well as to the academic mentors and institutional authorities who facilitated the necessary permissions for conducting this study.
 

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