“True education begins not with instruction, but with understanding.”
Introduction
In 2001, he embraced the grihastha ashram and got married—hoping to integrate spiritual service with family life. Gradually, Vikas began to visit the temple more regularly. He observed how devotees treated each other, how they prioritized humility over ego, and how they found joy not in possession, but in sankirtan (congregational chanting) and seva (service). These were not passive rituals; they were active declarations of surrender. And in that surrender, he found strength.
In this biography, readers are introduced to a woman who transformed misfortune into advocacy and built a career by listening to where others labelled her and guiding where others gave up. Dr. Jayanthi’s approach has always been human-centered, with academics coming in second. This has been true whether she is working with students who have learning challenges or mentoring more junior teachers. She has been a mother, an educator, a coordinator, a mentor, and a curriculum architect, all of which have contributed various layers to her knowledge of how people learn, develop, and flourish.
Firstly, the Introduction is a quiet declaration more than anything else. The message is not loud, but it is clear and unwavering: this is not the narrative of a woman who ascended; rather, it is the story of a woman who decided to build bridges between children and their potential, between teachers and their mission, and between education and empathy.
Throughout these initial few chapters, the reader is prompted to not only observe her journey but also to experience it. They are encouraged to recognise in her narrative a reflection of their own experiences and to keep in mind that even the most insignificant actions of comprehension can become the most powerful agents of transformation.
Phase 1 : Early Childhood: Roots Before W ings
“Children are not things to be molded, but are people to be unfolded.”
In the peaceful hallways of a traditional South Indian home, Dr. Jayanthi’s first recollections were formed by the structure, discipline, and cultural propriety that were passed down from generation to generation. The setting in which she was brought up was one in which routines were established and expectations were unwavering. She was born to Bala and Saroja. As one of three children, her early life was managed under tightly defined societal conventions and carefully guarded family rituals. Her twin brother, Captain J., and her sibling Jindran were also included in this group of three children.
Having been brought up in a South Indian household that adhered to a high level of tradition, her life was structured around a set of boundaries: school, home, study, and repeat. Her father, a man of strong principles and traditional beliefs, favoured the use of discipline above conversation. Even though she loved her daughter, her mother was inundated with housework. The conversations were centred on performance and were practical. There was very little room for emotion to breathe.
According to her recollection, “There was no room for mistakes. “They became aware of our situation when our grades began to decline. Rather than because we were having difficulty, it was because we were falling short of expectations.”
It was not that love was suppressed; rather, it was frequently filtered through regulations. When they were in public places, their aunts and grandparents acted as silent referees, watching over their behaviour to make sure they adhered to the standards of cultural propriety. The subject of one’s own dreams was not brought up in conversation. Even the marriage was predetermined and not discovered; it was orchestrated. In my memory, my father once told me, “Don’t let yourself fall in love. We have already located a suitable partner for you. The world I come from was exactly like that.’’
Nevertheless, a surprising event took place after marriage; it was not defiance but recognition that took place. At the beginning of her adult life, her husband, Makesan, was the first person to tell her, “You are capable of doing more. You are capable of better things.” That straightforward encouragement reawakened something that had been dormant for a very long time.
In spite of the fact that she was a successful Sales Manager, she did not feel fulfilled in her career. It was not a decision that she made on a whim when she was presented with the opportunity to modify her career path to focus on education. Every belief that she had been raised with was called into question by this one. She refocused her attention on her husband.
Phase 2 : Academic foundations: Where Learning Meets Reinvention
“Education is the most powerful weapon which you can use to change the world.”
When Dr. Jayanthi first started out on her academic career, she did not have the intention of becoming a teacher. In the beginning, she was drawn to the business world, and she went on to build a successful career as a Regional Sales Manager, where she thrived in an environment that was highly controlled and focused on performance. On the other hand, life had a different course in store for her—one that would not only change her professional path but also her entire worldview.
Taking up residence in Australia signified the beginning of a new and significant chapter in life. She found herself rediscovering who she was as a result of the strange environment, which confronted her with ambiguities and left her without a clear path. The natural rapport she had with youngsters was noted by a school administrator, who made an accidental comment that led to her embarking on a new path. In response to the encouragement she received to investigate early childhood education, she decided to enrol in a Certificate III program, which marked her introduction into a whole new field. What was initially an experiment eventually turned out to be a calling. After receiving a Diploma in Early Childhood Education and Training, she developed into a prominent figure in the field of early childhood education and training. These scholastic achievements were not only certificates; rather, they were stepping stones on the route to her objective. She gained profound understanding of child development, learning approaches, and the significance of providing individualized emotional support via her experiences in the classroom as well as through her studies.
Despite the fact that she had returned to Singapore, she maintained her quest for education. In the year 2021, she finished her official degree since she was determined to further cement her knowledge. By taking this action, she reiterated her conviction in continuous learning throughout her life, not just as a personal virtue but also as a professional need. It is a narrative of bravery, reinvention, and vision that she went from working in the corporate sector to working in early education. It is a peaceful confidence that it is never too late to realize one’s actual purpose, and that one should pursue that purpose with everything that they have.
Having gone from being a sales executive to being an early childhood educator, her academic metamorphosis exemplifies the depth that different experience provides to the teaching profession. Because of this, she is now able to approach education with both compassion and strategy, combining empathy and structure in her instruction. Moreover, she sees not just potential in each kid that she instructs, but also a mirror of the optimism that she experienced as she traveled down her path of learning and transformation.
Phase 3 : Career and achievements Raising a Child with Confidence
“Success is not the key to happiness. Happiness is the key to success. If you love what you are doing, you will be successful.”
This professional path of Dr. Jayanthi is a demonstration of how transformation may be achieved via purpose. She began her career in the business sector as a Regional Sales Manager, which provided her with a solid foundation in the areas of leadership, organization, and communication through her early years. Nevertheless, the field of early childhood teaching was where she discovered the most authentic expression of her professional identity. Immediately following the completion of her training in Australia, she made a spectacular transition into the early childhood business sector. In the beginning, she worked as a Room Leader in a preschool environment, where she was responsible for managing classes of children aged three to four years old. She displayed natural leadership, empathy, and instructional simplicity. Her fast rise through the ranks, first to Supervisor and then to Center Director in just two years, was a reflection not only of her management abilities but also of her profound dedication to education that is centered on the child.
It was not lost on anyone that she was exceptional. She was awarded titles such as “Best Worker” and “Best Supervisor,” and she quickly became a mentor for young educators who were just beginning their careers in the field. Due to the fact that the Victoria Department of Education recognized her abilities in the areas of assessment and development, they selected her as an official assessor. This allowed her to evaluate interns and lead them toward achieving greatness in the classroom.
As soon as she arrived back in Singapore, she immediately started her journey toward educational leadership, this time in the role of a preschool principal. As a result of her transfer into higher education, she is currently serving as a Student Coordinator at a private institution. In this role, she is responsible for mentoring college students, providing help for their academic preparation, and providing advice on dissertations and professional development.
In addition, she is involved in enrichment education, where she instructs phonics and other fundamental courses to young students. Additionally, she is responsible for doing behavioral examinations for children who may have developmental difficulties. Identifying and providing assistance to children who are experiencing developmental delays, she works in conjunction with preschools to build specialized lesson plans that are tailored to meet the specific requirements of each kid.