Before becoming an early childhood educator, Jessica Herbert hadn’t pictured herself building a career working with children.
She was raising three young children, caring for her younger brother and spending much of her life focused on her family. She wanted a career and a sense of direction but wasn’t convinced she was capable of taking that next step.
“I was a mother of three, thinking that I couldn’t do it,” Jessica said. “I lived in the four walls at home. To be honest, I didn’t believe I was good enough.”
Fast forward to today, Jessica has completed her Certificate III in Early Childhood Education and Care through Selmar Institute of Education, is continuing into the Diploma and works full-time as an assistant educator at Futuro Early Learning.
An early childhood education career inspired by her own children
Jessica’s initial interest in early childhood education developed as she watched her own children learn and grow.
“It all started when I was raising my three children and I realised I wanted a career where I could make a real difference,” she said.
“My children inspired me to work in early childhood because I saw how important those early years were. I wanted to support not only my children, but other children and make a difference.”
Workplace-based training gave Jessica the opportunity to learn while applying her new skills directly within the centre.
“This was my first time actually studying while being a mum and working,” she said.
Her workplace provided dedicated study time, while her partner stepped in at home whenever she needed extra time to complete a unit. Together, that support helped Jessica keep most of her study within work hours, so she could still come home and be present with her family.
She completed her Certificate III early and soon progressed into the Diploma of Early Childhood Education and Care.
There were still moments when balancing full-time work, study and family felt overwhelming.
“I questioned whether I could keep up,” Jessica said. “But I reminded myself that I had to keep going. My children are the ones I’m doing this for. It’s not just for myself.”
Jessica also credited the support she received through Selmar, particularly from her assessor, Komal, with helping her continue progressing.
“I could not thank her enough,” Jessica said. “She was always willing to help. Someone was always reaching out and checking in: ‘How are you going?’”
Before discovering the support available through workplace-based training, Jessica said she may have dismissed her career goal as something beyond her reach.
“I would have kind of just given up and thought, ‘No, I’m not good enough. I’ll leave it,’” she said.
“But I had all that support behind me. I am where I am today because of it.”
Creating culture, identity and belonging
As an Aboriginal and Torres Strait Islander woman, Jessica’s cultural identity is an important part of the educator she is becoming.
Through her previous role as Creative Ambassador, she helped educators develop engaging, age-appropriate learning experiences across different rooms and age groups.
The role allowed her to contribute beyond her everyday responsibilities, share ideas with colleagues and grow in confidence.
It also gave her a practical way to bring culture into children’s learning. Rather than presenting Aboriginal symbols or art activities without context, Jessica sits with the children, explains their meaning and encourages them to use what they have learned to create stories of their own.
“I actually sit down with them and explain, ‘This symbol means this, this is that,’ and we do it together,” she said.
“The children are now able to tell their own stories with symbols in the sand and make stories in the light box.”
That learning has travelled beyond the centre. Children return home singing songs and sharing what they have learned, prompting parents to ask for resources so they can continue those conversations with their families.
Jessica has also seen this create space for families from many backgrounds to contribute their own knowledge and cultural traditions to the program.
“It’s not just a one-off,” she said. “It’s all blended into one, and we do it every morning. The children are picking up on other cultures, respecting them and participating.
“It gives them a sense of identity, belonging and inclusion in the environment, and they can express themselves the way they want.”
Opening doors for what comes next
Jessica is now looking towards the future and where she might be heading.
“Long term, I hope to continue growing as an educator by becoming a room leader and eventually working in a kindergarten room,” she said.
“I’m passionate about supporting children during such an important stage of their learning and development, and I look forward to continuing to make a positive difference in their lives and the lives of their families.”
Asked what the Jessica who first enrolled would think if she could see her now, her answer is immediate.
“She’d probably be screaming, jumping up and down: ‘Oh my God, you did it!’”
Now, Jessica hopes sharing her journey might help someone else take their own first step.
“If my story can help even one person believe they can achieve their goals, then sharing it has been worthwhile.”
Read the longer version of this article on For Purpose Education here: https://fpeducation.com.au/opening-doors-through-culture-confidence-and-care-jessica-herberts-training-journey/
