Rewriting the Lesson Plan: Transitioning from Education to Recreation
- Natasha Rolling
- Feb 28
- 4 min read
For twelve years, I worked as an Educational Assistant, spending the first four years in secondary school and the last eight in an elementary setting. After over a decade in the education sector, I knew it was time for a change.
In January 2024, I took a leap and pursued the role of Youth Centre Assistant with the Township of Clearview. The following September I enrolled in the Recreation and Leisure Services Program at Georgian College. I am now in my second year of studies at Georgian College and currently work as a Children's Programmer for the Clearview Public Library.
New environment, same principles
Change can be daunting. While adjusting to my role as a Youth Centre Assistant, I
often questioned whether I was making the right move. However, I soon discovered that my new role did not mean leaving education behind. Rather, I soon found that the education and recreation worlds overlap in more ways than I imagined.
Education and recreation overlap in more ways than I imagined.
Although I traded desks and worksheets for games and open space, the skills I gained while working in education - from behaviour observation, to conflict mediation, to appreciation for diverse learning styles - served me well during my first tenure in a full-time recreation role.
When reflecting on my career transition, I have found The Principles of Healthy Child Development to provide a useful framework for understanding the similarities between key tenants of effective engagement in education and recreation.
Applying the 5 Principles of Healthy Child Development to my experiences
HIGH FIVE® identifies five key principles, essential to quality programming for children ages 4-12: A Caring Leader, Friends, Play, Mastery, and Participation.
Here’s how these five Principles fit into my work experience from education to recreation:
A Caring Leader
In school, I was the supportive leader helping students navigate challenges. At the Youth Centre I still held this responsibility, however, my role broadened to also include facilitation, mentorship, and fostering a safe environment for youth to feel valued and heard.
Friends
In the classroom, I supported students in forming friendships through the development of social skills and positive peer interactions. At the Youth Centre, friendships formed through games and group activities, programming, or drop-in. Conflicts that originated at school sometimes traveled to the Youth Centre, which I would need to help mediate. Conversely, the Centre also brought together youth who did not interact at school, and would not have become friends otherwise. Working at the Youth Centre taught me about the value of diverse environments for fostering friendships during childhood and adolescence.
Play
Play was a tool for learning in school settings. I often joined in on games myself, modelling fair play. I still consider myself the 4-square queen, and I’m sure my kiddos at school would agree. As soon as the bell rang, children would line up to challenge Ms. Rolling! In the Youth Centre, play looked a bit different. Sometimes youth led the exploration and creation of games, while other times a casual game of ping pong or Monopoly satisfied cravings for fun.
Mastery
In the classroom, I helped students reach milestones through their Individual Education Plans (IEP). At the Youth Centre, Mastery was more fluid. Sometimes Mastery looked like learning a new sport or leading a group. Other times Mastery involved trying a new recipe or creating an art piece.
Participation
As an Educational Assistant, I encouraged participation within a teacher-led structure. In the Youth Centre, I intentionally provided opportunities for youth to voice their ideas, take the lead in projects, and develop their own structures for participation to flourish.
Beyond the classroom
Leaving the classroom didn’t mean leaving education behind. On the contrary,
my transition to recreation has broadened my understanding of education and youth engagement. Adjusting to a less structured environment means maintaining a balance between the flexibility of recreation - which allows children and youth the space and time needed to explore their own interests - and the stability of education - which provides the predictability and consistency required to foster feelings of safety and security.
Leaving the classroom didn't mean leaving education behind.
If you're an educator contemplating a transition to recreation, consider learning more about The Principles of Healthy Child Development. Doing so may help you conceptualize how skills and knowledge developed in education settings can be redeployed to a recreation environment. Rooting recreation programming in evidence-based child development principles will result in quality experiences that truly empower the children and youth to gain positive mentors, make friends, experience the power of play, master new skills, and meaningfully participate.
About the author
Natasha Rolling
PRO Ambassador, Georgian College Student
Natasha is a mature student in Recreation and Leisure Services at Georgian College. Outside of work, you can find Natasha spending time outside, especially near water - and exploring new activities with her fiancé, dogs and chickens!
