# Childcare Workers

> Attend to children at schools, businesses, private households, and childcare institutions. Perform a variety of tasks, such as dressing, feeding, bathing, and overseeing play.
- **Entity Type:** role
- **Schema Version:** role.v1
- **Soc Code:** 39-9011.00
- **Summary:** Attend to children at schools, businesses, private households, and childcare institutions. Perform a variety of tasks, such as dressing, feeding, bathing, and overseeing play.

## Aliases

- Child Care Worker
- Childcare Provider
- Infant Teacher
- Toddler Teacher
- Caregiver
- Child Caregiver
- Childcare Worker
- Daycare Teacher
- Daycare Worker
- After School Coordinator
- After School Counselor
- Attendant

## Tasks

| Text | Type | Iwa |
| --- | --- | --- |
| Maintain a safe play environment. | Core | 4.A.3.a.2.af |
| Observe and monitor children's play activities. | Core | 4.A.1.a.2.f |
| Communicate with children's parents or guardians about daily activities, behaviors, and related issues. | Core | 4.A.4.b.6.g |
| Support children's emotional and social development, encouraging understanding of others and positive self-concepts. | Core | 4.A.4.b.6.j |
| Care for children in institutional setting, such as group homes, nursery schools, private businesses, or schools for people with disabilities. | Core | 4.A.4.a.5.i |
| Sanitize toys and play equipment. | Core | 4.A.3.a.1.c |
| Dress children and change diapers. | Core | 4.A.4.a.5.i |
| Keep records on individual children, including daily observations and information about activities, meals served, and medications administered. | Core | 4.A.3.b.6.h |
| Identify signs of emotional or developmental problems in children and bring them to parents' or guardians' attention. | Core | 4.A.1.a.2.e |
| Instruct children in health and personal habits, such as eating, resting, and toilet habits. | Core | 4.A.4.b.3.f |
| Organize and store toys and materials to ensure order in activity areas. | Core | 4.A.3.a.2.h |
| Sterilize bottles and prepare formulas. | Supplemental | 4.A.3.a.1.c |

## Emerging Tasks


## Activities

| Name | Iwa |
| --- | --- |
| Arrange childcare or educational settings to ensure physical safety of children. | 4.A.3.a.2.af |
| Discuss child development and behavior with parents or guardians. | 4.A.4.b.6.g |
| Prepare foods or meals. | 4.A.3.a.2.c |
| Develop educational or training programs. | 4.A.2.b.2.l |
| Develop daily schedules for children or families. | 4.A.4.a.5.i |
| Perform administrative or clerical tasks. | 4.A.4.c.1.a |
| Organize recreational activities or events. | 4.A.4.b.1.e |
| Care for patients with mental illnesses. | 4.A.4.a.5.l |
| Assign duties or work schedules to employees. | 4.A.4.b.1.f |
| Train service staff. | 4.A.4.b.3.d |
| Perform human resources activities. | 4.A.4.c.2.b |
| Provide counsel, comfort, or encouragement to individuals or families. | 4.A.4.b.6.j |
| Assist individuals with special needs. | 4.A.4.a.5.i |
| Clean tools or equipment. | 4.A.3.a.1.c |
| Teach daily living skills or behaviors. | 4.A.4.b.3.a |
| Monitor health or behavior of people or animals. | 4.A.1.a.2.e |
| Monitor activities of individuals to ensure safety or compliance with rules. | 4.A.1.a.2.f |
| Maintain client information or service records. | 4.A.3.b.6.h |
| Teach health or hygiene practices. | 4.A.4.b.3.f |
| Arrange items for use or display. | 4.A.3.a.2.h |
| Provide for basic needs of children. | 4.A.4.a.5.i |
| Perform housekeeping duties. | 4.A.3.a.1.c |
| Accompany individuals or groups to activities. | 4.A.3.a.1.l |

## Capabilities

| Name | Family | Value |
| --- | --- | --- |
| Oral Comprehension | ability | 3.88 |
| Oral Expression | ability | 3.75 |
| Customer and Personal Service | knowledge | 3.73 |
| Problem Sensitivity | ability | 3.62 |
| English Language | knowledge | 3.51 |
| Monitoring | essential_skill | 3.5 |
| Service Orientation | transferable_skill | 3.38 |
| Education and Training | knowledge | 3.36 |
| Social Perceptiveness | transferable_skill | 3.25 |
| Public Safety and Security | knowledge | 3.18 |
| Active Listening | essential_skill | 3.12 |
| Speaking | essential_skill | 3.12 |
| Critical Thinking | essential_skill | 3.12 |
| Coordination | transferable_skill | 3.12 |
| Written Comprehension | ability | 3.12 |
| Deductive Reasoning | ability | 3.12 |
| Far Vision | ability | 3.12 |
| Speech Recognition | ability | 3.12 |
| Psychology | knowledge | 3.04 |
| Reading Comprehension | essential_skill | 3 |
| Writing | essential_skill | 3 |
| Active Learning | essential_skill | 3 |
| Learning Strategies | essential_skill | 3 |
| Instructing | transferable_skill | 3 |
| Complex Problem Solving | transferable_skill | 3 |
| Judgment and Decision Making | transferable_skill | 3 |
| Written Expression | ability | 3 |
| Fluency of Ideas | ability | 3 |
| Inductive Reasoning | ability | 3 |
| Information Ordering | ability | 3 |
| Category Flexibility | ability | 3 |
| Selective Attention | ability | 3 |
| Time Sharing | ability | 3 |
| Near Vision | ability | 3 |
| Speech Clarity | ability | 3 |
| Persuasion | transferable_skill | 2.88 |
| Time Management | transferable_skill | 2.88 |
| Originality | ability | 2.88 |
| Flexibility of Closure | ability | 2.88 |
| Administration and Management | knowledge | 2.87 |

## Skills

| Name | Type |
| --- | --- |
| English Language | Common Skill |
| Social Perceptiveness | Common Skill |
| Speech Recognition | Specialized Skill |
| Deductive Reasoning | Common Skill |
| Critical Thinking | Common Skill |
| Active Listening | Common Skill |
| Psychology | Specialized Skill |
| Writing | Common Skill |
| Reading Comprehension | Common Skill |
| Microsoft Word | Common Skill |
| Learning Strategies | Specialized Skill |
| Instructing | Specialized Skill |
| Information Ordering | Specialized Skill |
| Inductive Reasoning | Common Skill |
| Complex Problem Solving | Common Skill |
| Active Learning | Common Skill |
| Time Management | Common Skill |
| Visualization | Specialized Skill |
| Negotiation | Common Skill |
| Finger Dexterity | Common Skill |
| Mathematics | Common Skill |
| Systems Analysis | Specialized Skill |
| Google Classroom | Specialized Skill |
| Educational Software | Specialized Skill |
| Depth Perception | Common Skill |
| Foreign Language | Common Skill |
| Chemistry | Specialized Skill |
| Geography | Specialized Skill |
| Telecommunications | Specialized Skill |
| Biology | Specialized Skill |
| Physics | Specialized Skill |
| Project Management Software | Specialized Skill |
| Installation | Specialized Skill |
| Equipment Selection | Specialized Skill |
| Equipment Maintenance | Specialized Skill |

## Tools

| Example | Category | Hot | In Demand |
| --- | --- | --- | --- |
| Microsoft Office software | Office suite software | yes | no |
| Microsoft Word | Word processing software | yes | no |
| Educational software | Computer based training software | no | no |
| Google Classroom | Project management software | no | no |
| Nearpod | Multi-media educational software | no | no |
| Scheduling software | Calendar and scheduling software | no | no |
| Schoology | Computer based training software | no | no |
| Seesaw | Multi-media educational software | no | no |
| Tadpoles | Desktop communications software | no | no |
| Web browser software | Internet browser software | no | no |

## Work Context

| Name | Value |
| --- | --- |
| Contact With Others | 4.76 |
| Face-to-Face Discussions with Individuals and Within Teams | 4.55 |
| Work With or Contribute to a Work Group or Team | 4.46 |
| Physical Proximity | 4.27 |
| Indoors, Environmentally Controlled | 4.2 |
| Determine Tasks, Priorities and Goals | 4.07 |
| Freedom to Make Decisions | 4.03 |
| Health and Safety of Other Workers | 3.95 |
| Spend Time Standing | 3.67 |
| Coordinate or Lead Others in Accomplishing Work Activities | 3.61 |
| Time Pressure | 3.49 |
| Work Outcomes and Results of Other Workers | 3.48 |
| Conflict Situations | 3.42 |
| Deal With External Customers or the Public in General | 3.39 |
| Telephone Conversations | 3.37 |
| Importance of Being Exact or Accurate | 3.34 |
| Impact of Decisions on Co-workers or Company Results | 3.33 |
| Frequency of Decision Making | 3.32 |
| Written Letters and Memos | 3.31 |
| Spend Time Bending or Twisting Your Body | 3.26 |
| Spend Time Kneeling, Crouching, Stooping, or Crawling | 3.08 |
| Spend Time Making Repetitive Motions | 2.96 |
| Dealing With Unpleasant, Angry, or Discourteous People | 2.93 |
| Spend Time Walking or Running | 2.93 |
| E-Mail | 2.92 |
| Exposed to Disease or Infections | 2.78 |
| Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets | 2.76 |
| Consequence of Error | 2.69 |
| Exposed to Minor Burns, Cuts, Bites, or Stings | 2.66 |
| Outdoors, Under Cover | 2.64 |
| Spend Time Sitting | 2.55 |
| Exposed to Sounds, Noise Levels that are Distracting or Uncomfortable | 2.53 |
| Outdoors, Exposed to All Weather Conditions | 2.52 |
| Level of Competition | 2.46 |
| Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls | 2.36 |
| Importance of Repeating Same Tasks | 2.33 |
| Dealing with Violent or Physically Aggressive People | 2.22 |
| Exposed to Contaminants | 2.12 |
| Public Speaking | 2.09 |
| Exposed to Very Hot or Cold Temperatures | 1.81 |

## Preparation

- **Job Zone:** 2
- **Job Zone Name:** Job Zone 1-2: Very Little to Some Preparation Needed
- **Education:** Usually requires a high school diploma or GED, though some occupations may not.
- **Experience:** Some occupations may need little or no previous experience; others require several months to a year of experience. For example, landscaping and groundskeeping workers might require very little training or previous experience, while agricultural equipment operators can benefit from on-the job training.
- **Svp Range:** (Below 6.0)

### Education Distribution

| Label | Percentage |
| --- | --- |
| High School Diploma | 38.54 |
| Associate's Degree (or other 2-year degree) | 22.71 |
| Less than a High School Diploma | 14.28 |
| Some College Courses | 10.17 |
| Bachelor's Degree | 8.71 |
| Post-Secondary Certificate | 5.59 |

## Person Fit

| Name | Family | Value |
| --- | --- | --- |
| Dependability | work_style | 8 |
| Integrity | work_style | 7 |
| Social | career_interest_type | 6.18 |
| Social Service | specific_interest_area | 6.15 |
| Cooperation | work_style | 6 |
| Teaching/Education | specific_interest_area | 5.3 |
| Social Orientation | work_style | 5 |
| Personal Service | specific_interest_area | 4.63 |
| Self-Control | work_style | 4 |
| Artistic | career_interest_type | 3.58 |
| Conventional | career_interest_type | 3.44 |
| Realistic | career_interest_type | 3.08 |
| Empathy | work_style | 3 |
| Enterprising | career_interest_type | 2.75 |
| Optimism | work_style | 2.53 |
| Social Science | specific_interest_area | 2.18 |

## Related Roles

| Soc Code | Slug | Title | Tier |
| --- | --- | --- | --- |
| 25-2011.00 | role-25-2011-00 | Preschool Teachers, Except Special Education | Primary-Short |
| 39-9011.01 | role-39-9011-01 | Nannies | Primary-Short |
| 31-1122.00 | role-31-1122-00 | Personal Care Aides | Primary-Short |
| 25-2012.00 | role-25-2012-00 | Kindergarten Teachers, Except Special Education | Primary-Short |
| 31-1121.00 | role-31-1121-00 | Home Health Aides | Primary-Short |
| 25-9042.00 | role-25-9042-00 | Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education | Primary-Long |
| 21-1091.00 | role-21-1091-00 | Health Education Specialists | Primary-Long |
| 25-2058.00 | role-25-2058-00 | Special Education Teachers, Secondary School | Primary-Long |
| 25-2056.00 | role-25-2056-00 | Special Education Teachers, Elementary School | Primary-Long |
| 25-2051.00 | role-25-2051-00 | Special Education Teachers, Preschool | Primary-Long |
| 11-9031.00 | role-11-9031-00 | Education and Childcare Administrators, Preschool and Daycare | Supplemental |
| 21-1021.00 | role-21-1021-00 | Child, Family, and School Social Workers | Supplemental |

## Career Clusters

| Cluster | Slug |
| --- | --- |
| Education | education |

## Education Level

- **Category:** High school diploma or equivalent

## Study Programs

| Title | Slug |
| --- | --- |
| Family and Consumer Sciences/Human Sciences | family-and-consumer-sciences-human-sciences |

## Market

- **Median Wage:** 32050
- **Mean Wage:** 33140
- **Pct10Wage:** 22900
- **Pct25Wage:** 28000
- **Pct75Wage:** 36960
- **Pct90Wage:** 44560
- **Employment:** 520180
- **Area Title:** U.S.

## Industries


### Top

| Naics | Slug | Title | Level | Employment | Median Wage | Lq |
| --- | --- | --- | --- | --- | --- | --- |
| 62 | 62 | Health Care and Social Assistance | Sector | 315010 | 31000 | 4.04 |
| 61 | 61 | Educational Services | Sector | 118900 | 35460 | 2.58 |
| 81 | 81 | Other Services (except Public Administration) | Sector | 32340 | 31470 | 2.17 |
| 71 | 71 | Arts, Entertainment, and Recreation | Sector | 29790 | 27920 | 3.34 |
| 713940 | 713940 | Fitness and Recreational Sports Centers | National industry | 27830 | 27600 | 13.09 |
| 56 | 56 | Administrative and Support and Waste Management and Remediation Services | Sector | 9710 | 37140 | 0.32 |
| 561320 | 561320 | Temporary Help Services | National industry | 6540 | 33610 | 0.73 |
| 623220 | 623220 | Residential Mental Health and Substance Abuse Facilities | National industry | 1210 | 39560 | 1.39 |
| 72 | 72 | Accommodation and Food Services | Sector | 800 | 35290 | 0.02 |
| 55 | 55 | Management of Companies and Enterprises | Sector | 790 | 32640 | 0.08 |
| 54 | 54 | Professional, Scientific, and Technical Services | Sector | 660 | 37440 | 0.02 |
| 621340 | 621340 | Offices of Physical, Occupational and Speech Therapists, and Audiologists | National industry | 370 | 30120 | 0.23 |

### Concentrated

| Naics | Slug | Title | Level | Employment | Lq |
| --- | --- | --- | --- | --- | --- |
| 713940 | 713940 | Fitness and Recreational Sports Centers | National industry | 27830 | 13.09 |
| 62 | 62 | Health Care and Social Assistance | Sector | 315010 | 4.04 |
| 71 | 71 | Arts, Entertainment, and Recreation | Sector | 29790 | 3.34 |
| 61 | 61 | Educational Services | Sector | 118900 | 2.58 |
| 81 | 81 | Other Services (except Public Administration) | Sector | 32340 | 2.17 |
| 623220 | 623220 | Residential Mental Health and Substance Abuse Facilities | National industry | 1210 | 1.39 |
| 561320 | 561320 | Temporary Help Services | National industry | 6540 | 0.73 |
| 56 | 56 | Administrative and Support and Waste Management and Remediation Services | Sector | 9710 | 0.32 |
- **Count:** 26

## Ai Signals

| Source | Label | Score | Scale | Release |
| --- | --- | --- | --- | --- |
| frey_osborne | Computerization probability | 0.084 | 0-1 probability | 2013-baseline-2016-employment-snapshot |
| felten_aioe | AI occupational exposure | -0.3834794 | relative exposure score | 2021-plus-generative-ai-workbooks |
| felten_image_generation_aioe | Image generation occupational exposure | -0.6149341 | relative exposure score | 2021-plus-generative-ai-workbooks |
| felten_language_modeling_aioe | Language modeling occupational exposure | -0.1674963 | relative exposure score | 2021-plus-generative-ai-workbooks |

## Ai Outlook


### Index

- **Value:** 38
- **Percentile:** 36
- **Band:** Moderate
- **Version:** ai-exposure-index-v1

#### Components

| Percentile | Source |
| --- | --- |
| 38 | felten_aioe |
| 23 | openai_gpts_are_gpts |
| 54 | microsoft_working_with_ai |
- **Component Count:** 3

### Exposure

| Source | Label | Value | Percentile | Band | Note |
| --- | --- | --- | --- | --- | --- |
| felten_aioe | Overall AI exposure (Felten et al.) | -0.3834794 | 38 | Moderate | How much this job's abilities overlap with what AI systems can do, across many AI capabilities. A relative research score, not a forecast of job loss. |
| eloundou_gamma | LLM task exposure, γ (OpenAI / Eloundou) | 0.18181818181818182 | 23 | Low | Share of this job's tasks where a large language model plus simple tools could cut the time to do them by at least half. γ is capped at 1.0 and many jobs reach that ceiling, so treat a top score as 'in the top group', not a precise rank. |
| microsoft_applicability | AI assistant applicability (Microsoft) | 0.1603879086287594 | 54 | Moderate | How applicable today's AI assistants are to this job's activities, measured from real Microsoft Copilot conversations. Applicability is not the same as replacement. |

### Frey Historical

- **Source:** frey
- **Label:** Computerization probability (Frey & Osborne, 2013)
- **Value:** 0.084
- **Percentile:** 27
- **Band:** Low
- **Note:** A pre-LLM (2013) estimate of how automatable this job is by computerization and robotics. Shown for historical context only — it is not part of any current AI ranking.
- **Teleworkable:** yes

### Eloundou

- **Alpha:** 0.11363636363636365
- **Beta:** 0.14772727272727273
- **Gamma:** 0.18181818181818182

### Usage Tasks

| Task | Usage Percent | Importance |
| --- | --- | --- |
| Create developmentally appropriate lesson plans. | 0.01571429158330218 | 4.08 |
| Communicate with children's parents or guardians about daily activities, behaviors, and related issues. | 0.008627454202597275 | 4.4 |
- **Usage Release:** 2026-01-15-v4-plus-2025-03-27-v2

### Bls

- **Growth Percent:** -2.9
- **Growth Percentile:** 17
- **Direction:** Declining
- **Annual Openings Thousands:** 160.2
- **Annual Openings Percentile:** 97
- **Employment2024Thousands:** 991.6
- **Employment2034Thousands:** 962.4

### Sources

| Source | Version |
| --- | --- |
| bls_employment_projections | 2024-2034 |
| dingel_neiman | dingel-neiman-workathome |
| felten_aioe | felten-raj-seamans-aioe |
| frey_osborne | frey-osborne-automation |
| microsoft_working_with_ai | working-with-ai |
| openai_gpts_are_gpts | gpts-are-gpts |

## Ai Playbook

- **Trusted Task Count:** 3
- **Task Count:** 4
- **Total Sample:** 719
- **Autonomy Median:** 3
- **Dominant Collaboration:** directive
- **Automation Share:** 43.81
- **Augmentation Share:** 50.07
- **Work Use Percent:** 13.94

### Collaboration

| Label | Percent |
| --- | --- |
| directive | 43.81 |
| task iteration | 43.53 |
| validation | 3.98 |
| learning | 2.56 |

### Use Case

| Label | Percent |
| --- | --- |
| coursework | 77.1 |
| work | 13.94 |
| personal | 8.25 |

### Delegated Tasks

| Task | Usage Percent | Collaboration | Autonomy Median | Sample Count |
| --- | --- | --- | --- | --- |
| Help children with homework and school work. | 0.05760720090011251 | task iteration | 3 | 576 |
| Communicate with children's parents or guardians about daily activities, behaviors, and related issues. | 0.009201150143767971 | directive | 3 | 92 |
| Create developmentally appropriate lesson plans. | 0.003500437554694337 | directive | 4 | 35 |

### Boundary Tasks

| Task | Human Needed Percent | Sample Count |
| --- | --- | --- |
| Help children with homework and school work. | 98.26388888888889 | 576 |
| Create developmentally appropriate lesson plans. | 97.14285714285714 | 35 |
| Communicate with children's parents or guardians about daily activities, behaviors, and related issues. | 95.65217391304348 | 92 |

### Seed Prompts

| Prompt | Collaboration |
| --- | --- |
| Let's work through this together, step by step: help children with homework and school work. I'll give feedback as we go. | task iteration |
| Do this for me: communicate with children's parents or guardians about daily activities, behaviors, and related issues. Give me a finished draft I can review and adjust. | directive |
| Do this for me: create developmentally appropriate lesson plans. Give me a finished draft I can review and adjust. | directive |
- **Release:** 2026-01-15-v4-plus-2025-03-27-v2

## Counts

- **Tasks:** 24
- **Skills:** 35
- **Capabilities:** 120
- **Tools:** 10
- **Related Roles:** 20

## Source

- **Dataset:** gold.onet_role_starter_surface
- **Version:** 30.3
- **Generated At:** 2026-06-02T21:00:32.945303+00:00
- **Content Hash:** 8e1fbffb95b76b77