Summary for:
Child Care WorkersDescription:
Attend to children at schools, businesses, private households, and child care institutions. Perform a variety of tasks, such as dressing, feeding, bathing, and overseeing play.Sample of reported job titles:
Sample of reported job titles: Child Care Worker, Child Caregiver, Childcare Worker, Before and After School Daycare Worker, Child Care Provider, Child Care Assistant, Childcare Specialist, Daycare Aide, Playground Aide, Preschool Aide
Tasks | Knowledge | Skills | Abilities | Activites | Experience | Example | Education | Work Style | Work Values | Related Jobs | Wage | Employment | Expected Growth | Expected Need
Tasks:
- Support children's emotional and social development, encouraging understanding of others and positive self-concepts.
- Care for children in institutional setting, such as group homes, nursery schools, private businesses, or schools for the handicapped.
- Sanitize toys and play equipment.
- Discipline children and recommend or initiate other measures to control behavior, such as caring for own clothing and picking up toys and books.
- identify signs of emotional or developmental problems in children and bring them to parents' or guardians' attention.
- Observe and monitor children's play activities.
- Keep records on individual children, including daily observations and information about activities, meals served, and medications administered.
- Instruct children in health and personal habits, such as eating, resting, and toilet habits.
- Read to children and teach them simple painting, drawing, handicrafts, and songs.
- Organize and participate in recreational activities, such as games.
Knowledge:
| Problem Sensitivity ó The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. |
| Oral Comprehension ó The ability to listen to and understand information and ideas presented through spoken words and sentences. |
| Oral Expression ó The ability to communicate information and ideas in speaking so others will understand. |
| Speech Clarity ó The ability to speak clearly so others can understand you. |
| Fluency of ideas ó The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). |
| Inductive Reasoning ó The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). |
| Originality ó The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. |
| Speech Recognition ó The ability to identify and understand the speech of another person. |
| Deductive Reasoning ó The ability to apply general rules to specific problems to produce answers that make sense. |
| Time Sharing ó The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources). |
Skills:
| Assisting and Caring for Others ó Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. |
| Thinking Creatively ó Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. |
| Communicating with Supervisors, Peers, or Subordinates ó Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. |
| Establishing and Maintaining Interpersonal Relationships ó Developing constructive and cooperative working relationships with others, and maintaining them over time. |
| Getting Information ó Observing, receiving, and otherwise obtaining information from all relevant sources. |
| Making Decisions and Solving Problems ó Analyzing information and evaluating results to choose the best solution and solve problems. |
| Organizing, Planning, and Prioritizing Work ó Developing specific goals and plans to prioritize, organize, and accomplish your work. |
| Resolving Conflicts and Negotiating with Others ó Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. |
| Performing General Physical Activities ó Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials. |
| Training and Teaching Others ó identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. |
Abilities:
| Contact With Others ó How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? |
| Face-to-Face Discussions ó How often do you have to have face-to-face discussions with individuals or teams in this job? |
| Work With Work Group or Team ó How important is it to work with others in a group or team in this job? |
| Freedom to Make Decisions ó How much decision making freedom, without supervision, does the job offer? |
| Structured versus Unstructured Work ó To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? |
| Physical Proximity ó To what extent does this job require the worker to perform job tasks in close physical proximity to other people? |
| Responsible for Others' Health and Safety ó How much responsibility is there for the health and safety of others in this job? |
| Telephone ó How often do you have telephone conversations in this job? |
| Coordinate or Lead Others ó How important is it to coordinate or lead others in accomplishing work activities in this job? |
| Indoors, Environmentally Controlled ó How often does this job require working indoors in environmentally controlled conditions? |
Work Activities:
| Title | Job Zone Two: Some Preparation Needed |
| Overall Experience | Some previous work-related skill, knowledge, or experience may be helpful in these occupations, but usually is not needed. For example, a teller might benefit from experience working directly with the public, but an inexperienced person could still learn to be a teller with little difficulty. |
| Job Training | Employees in these occupations need anywhere from a few months to one year of working with experienced employees. |
| Job Zone Examples | These occupations often involve using your knowledge and skills to help others. Examples include sheet metal workers, forest fire fighters, customer service representatives, pharmacy technicians, salespersons (retail), and tellers. |
| SVP Range | (4.0 to < 6.0) |
| Education | These occupations usually require a high school diploma and may require some vocational training or job-related course work. In some cases, an associate's or bachelor's degree could be needed. |
Faster than average (14% to 20%)